1. The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 1:Dyslexia: Understanding and supporting reading 1

2. What underlies reading difficulties? The ability to read, brings learning and enjoyment But what about those who have difficulties? 1.Provide access to learning 2.continue to teach and support them with the skills that they need c-a-t: cat 2

3. What underlies reading difficulties? The Simple View of Reading word recognition difficulties word recognition difficulties 3

4. green bead thief paediatrician English is hard 4

5. … and the same letters can be pronounced differently in different words bead bread 5

6. There are many words that violate the rules come yacht through 6 http://www.youtube.com/watch?v=cRe-j2EC1j8

7. The foundations of learning to read Printed word Identify letters Grapheme / phoneme conversions Word pronunciation Word meaning Spoken word 7

8. Introducing Grapheme phoneme correspondances s sun d dog ch chips ee green ar farm f fish ff puff oa toad o-e rode ph phone aw saw au pause http://www.idponline.org.uk/psdyslexia/fscommand/launch.html 8

9. Typical progress: self teaching Rehearsal of basics Building sight vocabulary Inferring further GPC Accurate and fluent 9

10. Why do some pupils have difficulties with word recognition? Dyslexic difficulties Teaching and Learning English as an additional language 10

11. Reading to learn How do you support pupils in the classroom? Key stage 1 Key stage 2 11 http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

12. The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 2: Dyslexia: Understanding and supporting spelling 12

13. Understanding and supporting spelling What does spelling require? Spelling requires recall Reading requires recognition Recall is harder than recognition http://www.idponline.org.uk/psdyslexia/fscommand/launch.html 13

14. Why is spelling harder than reading? feel) (feal) I (feel) (feal) fiel that the 3 (bares) bairs were…. 14

15. Why is spelling harder than reading? Feel could be spelt / feal / fiel / feyl /..using different spellings of the /ee/ phoneme 15

16. Spelling: Using Phonology dagngoterh dragen elaktrisaty doragon 16

17. How spelling typically develops in children Earliest writing Phonological awareness Beyond phonology Tricky words (Yacht, through,thought) Expansion of vocabulary 17

18. Monitoring spelling and removing barriers It is the responsibility of all teachers to be aware of pupils’ spellings and make adjustments where necessary We also need to ensure that poor spelling does not become a hindrance to the writing process How would you do this? 18

19. The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 3: Dyslexia: A focus 19

20. Dyslexia: Reality or myth? Pupils with dyslexic difficulties see words backwards A risk for dyslexia can be hereditary and sometimes runs in families Dyslexic difficulties are more common in left-handers Dyslexia occurs in all ethnic groups and in all languages 20

21. A definition of Dyslexia Identifying and teaching children and young people with dyslexic difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children Schools and Families 2009 Reading and spelling Range of abilities Continuum Characteristic features Severity and persistence Co-occuring difficulties 21

22. Michael & Abbie:Examining the definition By Year 2 By Year 7 22 http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

23. Identification and Assessment Monitor progress and adapt teaching Skills assessment Continued skills assessment Comprehensive assessment 23 Establish a clear starting point for intervention Response to intervention information When progress remains slow and/ or there are complex problems http://www.idponline.org.uk/psdyslexia/fscommand/launch.html

24. Specialist dyslexic teaching: Explicit teaching : sequential Cumulative Repetitive to the point of over learning Multisensory 24

25. Evidence based practice Early intervention Why interventions might not work Why interventions might not work: implementation Selecting a programme 25

26. The Inclusion Development Programme Teaching and supporting pupils with dyslexia Presentation 4: Dyslexia: Adapting Practice 26

27. Adapting practice: Importance of communication with parents and pupils http://www.idponline.org.uk/psdyslexia/fscommand/launch.html What has made Lucy’s experience so much more positive than her mum’s? Good relationships between parents and school Lucy’s relatively mild difficulties were noticed and picked up Adjustments have been made in a subtle way Lucy has confidence in her teacher Lucy feels valued as a person 27

28. Adapting practice: Short term memory Difficulty following instructions (what might you observe?) Copying from the board Arithmetic and maths Organisation of writing Attention span 28

29. Try this: 29

30. Adapting practice: Language Language consists of four interacting sub- components; Phonology Semantics Syntax Pragmatics Pre-school children with delayed language are at increased risk of developing literacy difficulties http://www.idponline.org.uk/psdyslexia/fscommand/launch.html 30

31. Adapting practice: difficulties with reading and spelling Word reading Reading comprehension Spelling and writing 31 Adapting practice: difficulties with reading and spelling

32. Adapting Practice: co-occurring difficulties Motor co-ordination http://www.idponline.org.uk/psdyslexia/fscommand/launch.html Sight and hearing Attention problems 32

33. Adapting practice: Transition Times of transition can be especially challenging for pupils and their families especially if the pupil has a special educational need. Pupils with dyslexic difficulties and their familes are likely to feel anxious about the experience of a new school Adapting practice: Transition 33

34. Adapting practice: emotion motivation and self esteem ICT A whole school approach 34

35. Adapting practice: A whole school approach A great deal can be achieved by individual teachers, however good support for pupils with dyslexic difficulties requires a whole school approach. This should cover: The teaching of reading and spelling The monitoring of progress Evidence based reading and spelling intervention Consistent adopting of agreed adaptations to practice The sharing of information All pupils are different: they should receive teaching and support that is appropriate to their ability http://www.idponline.org.uk/psdyslexia/fscommand/launch.html 35