Addressing Dyslexia The role of the Educational Psychologist Dyslexia Cross Party Working Group 24 April 2013 ASPEP SDEP

Overview O What outcomes do we want for pupils with Dyslexia ? O How do we take account of current research, guidance and legislation ? O National developments involving Educational Psychologists (EPs) O In which ways can EPs contribute to best outcomes for pupils with Dyslexia ?

Best outcomes ? O Pupils who achieve and attain skills and qualifications O By developing functional literacy skills to enable independent access to ‘text’ O And are resilient and confident in their strengths and how to deal with set-backs and challenges

Key theories of learning Ecological, Mediated learning Confidence & self efficacy differentiationLiteracy, Dyslexia Fife Council Psychological Service Interactive assessment & learning Vygotsky, Bruner, Bronfenbrenner Bandura, Dweck Dylan Wiliam Contextual & Formative assessment Reason, Snowling, Hall etc

Relevant guidance & legislation O GIRFEC and ASL Act 2009 O CfEx - Building the Curriculum 5 O HMIe’s Aspect report which recommends a greater role for EPSs in supporting the curriculum O The National Literacy Strategy O Addressing Dyslexia Toolkit O The Donaldson report

Shift of emphasis in EP role O handicap / need O measure deficit O medical room O independent O direct working O special need staff > entitlement > develop learning > everyday context > agreed guidelines > alongside others > whole school/LA

Universal: strategy & staff development – Assessment, Literacy, Dyslexia Enhanced or targeted: consultation with school staff and partners – ASN including Dyslexia Specialist: direct assessment for more complex ASN Adjusting intervention to meet learning needs Staged intervention Role of EPs

Home & parental engagement Quality of teaching & learning experiences Implementation Key features of children’s literacy development Evidence base for improving literacy/dyslexia

Early Literacy Assessment Framework O Joint development between EPs, Scottish Govt, Dundee Uni, Education Scotland – National Literacy Strategy O Ongoing formative assessment for all pupils, measuring progress in a continuous way O Focused on the description/evaluation of specific, evidence-based skills and next steps, compatible with the formation of learning targets O Developmentally sensitive, based on rigorous up to date evidence/models - why are we doing this? O Supports early identification of literacy needs O Comprehensive – Avoid a narrow focus on phonics and exclusive focus on ‘within-child’ factors - address higher order skills; motivation; the learning environment

Key predictors of early literacy development O Early language skills: vocabulary; narrative skills O Availability & response to books O Awareness of sounds/phonology O Letter and word recognition O Writing O Early metacognitive skills: O making sense; asking Qs O links to prior knowledge; O ‘Agency’ or intent/purpose – the motivation to read

New sections Technology O Making the most of the computer’s built in features O ICT to support dyslexia: planning, reading, writing O Mobile devices to support dyslexia O Free and open source (portable) solutions to support dyslexia O Online (Cloud) services to support dyslexia O Producing ICT dyslexia friendly resources O eBooks, eBook Readers and audio books

Future directions ? O Digital literacies O SQA guidance on reasonable adjustments O Building resilience and independence for those with barriers to learning including Dyslexia

How EPs can help you Knowledge of child development; motivation & learning Implementation factors Designing literacy interventions for those who struggle Assessment and evaluation at all stages Strategy & staff development Collaborating with partners, parents and pupils

Contact: ASPEP