1. Literacy issues (Students who started Yr7 with Reading Ages 2 yrs+ BARE and/or have Dyslexia/SpLD)
Yr7 = 26% (Una currently works with 30 of these)
Yr 8 = 18%
Yr 9 = 16%
Yr 10 = 13%
Currently there is an All Party Parliamentary Group on Dyslexia, campaigning to make Dyslexia training mandatory for all teachers.

2. Cross-Curricular Literacy at John Cabot
Information about Dyslexia and how to Support Students at John Cabot Academy

3. Dyslexia – Some Facts
10% of the population have dyslexia to some degree
More males than females are identified as having dyslexia
It is often hereditary
It is not linked to general ability

4. Dyslexia – Some Facts No two dyslexics are the same
A dyslexic’s profile is unique
It is like your thumb print

5. Dyslexia- Some Facts Dyslexia cannot be cured
It is a life-long condition
Different strategies can be put in place to help the student achieve his/her potential

6. Dyslexia – can show difficulties with the following:
Visual/spatial discrimination/perception
Working memory
Speed of information processing

7. Dyslexia – can show difficulties with the following:
There can also be an information processing difficulty that can affect:
Auditory and visual short term memory
Auditory discrimination
Storage and retrieval in long term memory
Sequencing

8. Dyslexia – can show difficulties with the following:
There can also be a difficulty with time

9. Helping dyslexics in the classroom:
When using spoken instructions reinforce the topic with demonstrations, diagrams, mind maps or lists
Highlight with coloured highlighter pens important text or information (or get the student to do it)
Whenever possible the pupil should be encouraged to repeat back what he has been asked to do; his own voice is a very useful aid to memory

10. Helping dyslexics in the classroom:
He/she should not be asked to read aloud in class unless he particularly wants to do so
Give the dyslexic the opportunity to answer orally

11. The design and presentation of worksheets are very important eg
Flow charts are ideal for explaining procedures
Pictograms and graphs help to locate information
Avoid abbreviations if possible or provide a glossary of abbreviations

12. The design and presentation of worksheets are very important eg
Bold headings
Clearly written
Use bullet points
Less writing
Be concise
More diagrams
No shiny paper

13. Improving study skills:
Note taking is very difficult for dyslexics. They can find copying very difficult; however it is important for them to have good revision notes
Topic vocabulary written out for dyslexics
Clearly written worksheets, differentiated

14. Improving study skills:
Skeleton worksheets with key facts for pupils to fill in words/answers

15. Improving study skills:
Homework diaries and personalised dictionaries; these may need to be checked to ensure that the correct information has been put down
Developing keyboard skills
Use of diagrams, mind maps, mnemonics, illustrations and word lists. It will be useful to add pictures, colours, etc to aid memory
Use small study cards that include key information

16. Improving study skills:
Over-learning – use multisensory strategies
Work should have occasional elements of discovery and open-endedness to motivate and interest the dyslexic pupil’s creative mind

17. Improving study skills:
If it is possible, sit the dyslexic pupil near to and facing the board
Use different colours or marker pens
Try to discover how the child learns best and adapt your methods to suit his learning style

18. Improving their organisational skills:
List of what they need each day
May also help if it is visual
Have additional pencils/pens to hand

19. Improving pupils’ self-esteem:
Providing positive feedback
Providing opportunities for them to provide oral answers

20. Improving pupils’ self-esteem
How can we help them to become successful?
Developing coping strategies
Creating an environment where they feel comfortable and at ease