1. 1 DYSLEXIA - FOREIGN LANGUAGES: & or Vs ? AOSTA 18 – 19 MARCH 2010 Paolo Iotti www.paoloiotti.net info@paoloiotti.net www.paoloiotti.net info@paoloiotti.net

2. 2 DYSLEXIA/D ɪˈ SLEK.SI.Ə/ A DIFFICULTY WITH READING (AND WRITING) CAUSED BY THE BRAIN'S BEING UNABLE TO SEE THE DIFFERENCE BETWEEN SOME LETTER SHAPES. It does not just prevent the person from reading or writing properly or fluently, it can also create difficulties in lateralization (left and right), with instructions… People with dyslexia are easily distracted, having to do something in front of others is very challenging; they overstress (and their dyslexia then takes over), they lack confidence… Someone with Dyslexia is not ill, someone with Dyslexia is not mentally retarded, they just learn in a different way. www.paoloiotti.net info@paoloiotti.net

3. 3 HOW DO DYSLEXIC STUDENTS BEHAVE IN THE CLASSROOM ? They twist, fiddle with their pens… They twist, fiddle with their pens… They write slowly and their handwriting is often chaotic. They write slowly and their handwriting is often chaotic. They are quite messy. They are quite messy. They are often sad or look like they don’t care // they’re always “having fun”. They are often sad or look like they don’t care // they’re always “having fun”. They tend to forget their books, homework diary… They tend to forget their books, homework diary… They start to work when you walk towards them, they say it is too difficult. They start to work when you walk towards them, they say it is too difficult. They can be aggressive if confronted to the work without a prior chat. They can be aggressive if confronted to the work without a prior chat. www.paoloiotti.net info@paoloiotti.net

4. 4 TO PREPARE / SELECT MATERIAL FOR THEM, WE NEED TO REMEMBER THAT… People who are dyslexic are bright; they use their brain in a different way, they are often very artistic. People who are dyslexic are bright; they use their brain in a different way, they are often very artistic. They use non verbal memorization and communication: 3 dimensional things make more sense to them. They use non verbal memorization and communication: 3 dimensional things make more sense to them. They need to visualize things to remember them, they must manipulate to understand. They need to visualize things to remember them, they must manipulate to understand. They cannot just “witness” to know they have to experiment. They cannot just “witness” to know they have to experiment. (examples, later) (examples, later) www.paoloiotti.net info@paoloiotti.net

5. 5 DON’T DON’T Forget that students overeact when he/she misbehaves. Forget that students overeact when he/she misbehaves. Tell them “it is easy”! (because it isn’t! ); Tell them they are lazy. Tell them “it is easy”! (because it isn’t! ); Tell them they are lazy. Ask the (dyslexics) students to read in front of the class without prior notice. Ask the (dyslexics) students to read in front of the class without prior notice. Talk with your back turned to the students. (some dyslexic students are reassured when they “lip read”) Talk with your back turned to the students. (some dyslexic students are reassured when they “lip read”) www.paoloiotti.net info@paoloiotti.net

6. 6 DO DO Keep an eye on the student in case he/she doesn’t understand. Keep an eye on the student in case he/she doesn’t understand. Use visual prompts. (“The programme of today”) Use visual prompts. (“The programme of today”) Rephrase the instructions you give. Rephrase the instructions you give. Make sure the noise level in class is low. Make sure the noise level in class is low. Record (part of )the lesson on tape to take home. Record (part of )the lesson on tape to take home. Involve the student in the lesson. Involve the student in the lesson. Give them more time to finish a task. Give them more time to finish a task. www.paoloiotti.net info@paoloiotti.net

7. 7 TRICKS TO HELP YOU AND THE DYSLEXIC STUDENTS DURING AND AFTER THE LESSON Make sure you write on the board what needs to be done for next time (a dyslexic child cannot listen to an instruction, process it, understand it, write it down at the same time!) Make sure you write on the board what needs to be done for next time (a dyslexic child cannot listen to an instruction, process it, understand it, write it down at the same time!) When reading a worksheet or a text from a book give the dyslexic child a coloured plastic sheet (see through of course!) to cover the text: sometimes dyslexic people find the white on which the text is written aggressive to their eyes and words starts to flicker on the page. When reading a worksheet or a text from a book give the dyslexic child a coloured plastic sheet (see through of course!) to cover the text: sometimes dyslexic people find the white on which the text is written aggressive to their eyes and words starts to flicker on the page. www.paoloiotti.net info@paoloiotti.net

8. 8 MORE TRICKS… Make sure the exercises are easy to understand (it does not mean easy to do!): not too many instructions. The tasks must be clear. Make sure the exercises are easy to understand (it does not mean easy to do!): not too many instructions. The tasks must be clear. When starting a new Unit/ Chapter, give the students a “menu” of what you want them to be able to do in the shape of a “project”: dyslexic people need to know why they are working even more than standard/ “normal” students because school can be, for most of them, a torture. When starting a new Unit/ Chapter, give the students a “menu” of what you want them to be able to do in the shape of a “project”: dyslexic people need to know why they are working even more than standard/ “normal” students because school can be, for most of them, a torture. www.paoloiotti.net info@paoloiotti.net

9. 9 HOW CAN YOU MAKE A DYSLEXIC CHILD READ ALOUD SUCCESSFULLY? There has to be a specific purpose; words have to be a means for something else not an ending! There has to be a specific purpose; words have to be a means for something else not an ending! www.paoloiotti.net info@paoloiotti.net

10. 10 A PRACTICAL IDEA For example if you are teaching prepositions of place and the imperative form you can do a treasure hunt For example if you are teaching prepositions of place and the imperative form you can do a treasure hunt You give the child three different texts and show him where you are going to hide the object, each text gives directions to a specific place in the classroom.You give the child three different texts and show him where you are going to hide the object, each text gives directions to a specific place in the classroom. The child reads the texts and has to choose which one corresponds to where you are hiding the object. Then that child must read aloud to a team / a single child the text to make them find where the object is.The child reads the texts and has to choose which one corresponds to where you are hiding the object. Then that child must read aloud to a team / a single child the text to make them find where the object is. They must complete the task under a minute for instance to win a token.They must complete the task under a minute for instance to win a token. www.paoloiotti.net info@paoloiotti.net

11. 11 MORE PRACTICAL IDEAS Get the dyslexic (or less able kids) to read out some of the daily routines: Get the dyslexic (or less able kids) to read out some of the daily routines: The weather and date board: at the beginning of each lesson a child fills in the weather and date poster. (see ex.) The weather and date board: at the beginning of each lesson a child fills in the weather and date poster. (see ex.) The daily “task-chore” poster: a poster where you or a student write(s) the names of who will hand out the worksheets, clean the board, sweep the room… (see ex.) The daily “task-chore” poster: a poster where you or a student write(s) the names of who will hand out the worksheets, clean the board, sweep the room… (see ex.) Constant repeating helps build up confidence. Constant repeating helps build up confidence. www.paoloiotti.net info@paoloiotti.net

12. 12 HOW CAN YOU MAKE A DYSLEXIC CHILD LEARN HIS LESSON SUCCESSFULLY? The lesson that you want the child to read has to be neatly written. The lesson that you want the child to read has to be neatly written. To learn a lesson a child has to understand it and know why he is learning it. To learn a lesson a child has to understand it and know why he is learning it. The dyslexic child needs to know what learn by heart really means, learning is a process that takes a lot of time and to memorize things dyslexic kids have to work harder than other kids. The dyslexic child needs to know what learn by heart really means, learning is a process that takes a lot of time and to memorize things dyslexic kids have to work harder than other kids. …my melodious voice on their tape… …my melodious voice on their tape… … TMB Digital Book (what a relief!) … TMB Digital Book (what a relief!) www.paoloiotti.net info@paoloiotti.net

13. 13 AUDIO + VISUAL = The whole point of the tape is to make sure that the child is able to access the lesson at home without any help from family or helper (being independent is very important: remember dyslexic people are as bright as anyone else). The whole point of the tape is to make sure that the child is able to access the lesson at home without any help from family or helper (being independent is very important: remember dyslexic people are as bright as anyone else). The lesson being listened to is not painful anymore and it will help the child to also look at the lesson whilst hearing it. The lesson being listened to is not painful anymore and it will help the child to also look at the lesson whilst hearing it. Emotional involvement… Emotional involvement… www.paoloiotti.net info@paoloiotti.net

14. 14 www.paoloiotti.net info@paoloiotti.net

15. 15 DYSLEXIA IS... The following paragraphs were written by students studying at The Dyslexia Center in Santa Rosa, California. The ability to see multidimensionally, all at once, or from any one place at a time. The ability to think in pictures and to register those pictures as real. The ability to see multidimensionally, all at once, or from any one place at a time. The ability to think in pictures and to register those pictures as real. An emotional disability. Dyslexia can move you from a calm state of mind into confusion in seconds. It's hard for others to understand a dyslexic. Confusion tends to make a dyslexic moody, overly sensitive, and unable to communicate easily with others. There is no question that it affects your relationships. An emotional disability. Dyslexia can move you from a calm state of mind into confusion in seconds. It's hard for others to understand a dyslexic. Confusion tends to make a dyslexic moody, overly sensitive, and unable to communicate easily with others. There is no question that it affects your relationships. www.paoloiotti.net info@paoloiotti.net

16. 16 DYSLEXIA IS... Sensitivity: Dyslexics are keenly sensitive to others, and are able to perceive thoughts and feelings; this makes mistakes upsetting. Dyslexics also have a strong sense of justice and are always right! A talent: Excellent in art, music, drama, sports, carpentry, mechanics, and electronics, dyslexics can brainstorm their way out of anything. Dyslexics are creative and bright, giving others the impression that they should just try harder! Sensitivity: Dyslexics are keenly sensitive to others, and are able to perceive thoughts and feelings; this makes mistakes upsetting. Dyslexics also have a strong sense of justice and are always right! A talent: Excellent in art, music, drama, sports, carpentry, mechanics, and electronics, dyslexics can brainstorm their way out of anything. Dyslexics are creative and bright, giving others the impression that they should just try harder! www.paoloiotti.net info@paoloiotti.net

17. 17 AND NOW… A PRACTICAL APPROACH! A PRACTICAL APPROACH! Let’s create our own material!Let’s create our own material! Let’s listen to our students (we need their co-operation)…Let’s listen to our students (we need their co-operation)… www.paoloiotti.net info@paoloiotti.net