SpLD/Dyslexia across languages Monolingual and bilingual learners.

SpLD/Dyslexia acrossSpLD/Dyslexia acrosslanguageslanguages

Monolingual and bilingual Monolingual and bilingual learnerslearners

Are all bilingual learners Are all bilingual learners the same?the same?

No…….No……. Linguistic diversityLinguistic diversity Social and cultural contextSocial and cultural context OrthographiesOrthographies

Tensions surroundingidentification and support

of bilingual children with dyslexia

Linguistic Linguistic Diversity Diversity

Learning profilesLearning profiles CognitiveCognitive Case historyCase history Behavioural and Behavioural and

socialsocial

Difficulties in both phonology and Difficulties in both phonology and orthography, experienced in first orthography, experienced in first language, will impact upon language, will impact upon second language learning second language learning

((Ziegler et al , 2005)Ziegler et al , 2005) Use of less flexible strategies by Use of less flexible strategies by

Dyslexic learnersDyslexic learners(Wahn & Gregg, 2005; Wahn & Romonath, 2005)(Wahn & Gregg, 2005; Wahn & Romonath, 2005)

((

Levels of language Levels of language competencecompetence

Levels of understanding Levels of understanding and literacy in L1and literacy in L1

Introducing children to Introducing children to L2 – simultaneously or L2 – simultaneously or consecutively?consecutively?

The social and The social and cultural context cultural context

Impact of affective factors on Impact of affective factors on second language acquisition second language acquisition

individual e.g. attitude; aptitudeindividual e.g. attitude; aptitude societal e.g. status of L1; societal e.g. status of L1;

home/school environmenthome/school environment

What do we know about What do we know about developing literacy across developing literacy across

languages? languages?

Orthographic differences?Orthographic differences?

Differences Differences

Types of systemTypes of system LogographicLogographic SyllabicSyllabic alphabeticalphabetic

Levels of complexityLevels of complexity Shallow to deepShallow to deep Transparent to opaqueTransparent to opaque

LogographicLogographic SyllabicSyllabic AlphabeticAlphabetic

KanjiKanjiChineseChinese

No No phonological phonological representationrepresentation

Potential Potential phonologicalphonologicalRepresentationRepresentation

CyrillicCyrillicIndo-IranianIndo-Iranian

SlavicSlavicTurkicTurkicAsian Asian

RomanRoman

   Mixture of Mixture of alphabetic and alphabetic and

syllabic syllabic

TransparentTransparent‘‘shallow’shallow’

simplesimple

OpaqueOpaque‘‘deep’deep’

complexcomplex

Adapted from Adapted from Joshi (2005)Joshi (2005)

KanaKana(Japanese)(Japanese)

DevanagarDevanagarKannutakaKannutaka

Finnish Finnish SpanishSpanishGreekGreek

HungarianHungarianItalianItalian

Swedish TurkishSwedish Turkish

French French PortugesePortugese

English English

Three types of language system

Levels of complexityLevels of complexitysyllabic/alphabetic orthographiessyllabic/alphabetic orthographies

Orth.Orth.depthdepth

ShallowShallow ShallowShallow DeeperDeeper Increased Increased difficultydifficulty

DeepestDeepestopaqueopaque

SimpleSimple FinnishFinnishTurkishTurkish

HungarianHungarian

GreekGreekItalianItalian

SpanishSpanish

PortuguesePortuguese FrenchFrench

ComplexComplex

AdaptedAdapted fromfrom

Seymour,Seymour, 20052005

HebrewHebrewCzechCzech

SerbianSerbianCroatianCroatianVowelledVowelled PersianPersian

GermanGermanNorwegianNorwegianIcelandicIcelandic

DutchDutchSwedishSwedish

PortuguesePortugueseDanishDanish

EnglishEnglish

Developing literacy Developing literacy across languagesacross languages

Transparent orthographies and Transparent orthographies and ‘pathways in the brain’‘pathways in the brain’

Deep orthographies and complex Deep orthographies and complex processing processing

A slower decoding process –A slower decoding process –words that violate the ruleswords that violate the rules

More ‘catch-up’ time in complex More ‘catch-up’ time in complex orthographies orthographies (Hutzler et al, 2005)(Hutzler et al, 2005)

How might dyslexia and How might dyslexia and bilingualism connect?bilingualism connect?

Each type of orthography makes Each type of orthography makes different cognitive demandsdifferent cognitive demands

Impact of early literacy in L1 Impact of early literacy in L1 Impact of acquiring literacy in a more Impact of acquiring literacy in a more

transparent languagetransparent language Role of phonological processing in Role of phonological processing in

identifying dyslexia?identifying dyslexia?

The Dyslexia-friendly The Dyslexia-friendly School School

The Road to Inclusion The Road to Inclusion

Dr. Tilly MortimoreDr. Tilly Mortimore

If they cannot learn from the If they cannot learn from the ways in which we teach, we ways in which we teach, we

must teach them in the must teach them in the ways in which they learn.ways in which they learn.

Harry Chasty

If you are not learning, am I a teacher?

Levelling the playing field…

“There is nothing so unfairas the equal treatment

of unequal people.”

(Thomas Jefferson)

The impact upon children’s The impact upon children’s behaviourbehaviour

•The classroom context•Sources of conflict•What do we mean by

Dyslexia friendly?

Dyslexic behaviour in Dyslexic behaviour in your context your context

What might I see and how might I interpret What might I see and how might I interpret

it?it? •Work in your away group•Select a task or situation that might emerge in your context. •When might this situation/task cause conflict for a learner with a dyslexic difference?•Where might this occur?•What people might be involved?

Dyslexic differences:Dyslexic differences: Cracking Cracking the codethe code

Reading difficulties - Reading difficulties - even if well even if well compensatedcompensated. .

Planning and Planning and writingwriting

HandwritingHandwriting Spelling Spelling Note takingNote taking

Phonological Phonological processingprocessing

Word retrieval - Word retrieval - written or oral written or oral

SequencingSequencing OrganisationOrganisation Memory Memory AutomaticityAutomaticity MathsMaths DirectionDirection – –

left/rightleft/right

Extra effort

•What does the task/situation demand of the learner?

•Why is he/she responding in this way?

•How can I adjust the task or context?

Three questions to ask Three questions to ask yourself……yourself……

• everyone feels welcome• collaboration rather than • competition• differences celebrated• support and respect• learners’ self-esteem nurtured• positive language

CLASSROOM ENVIRONMENT AND CLASSROOM ENVIRONMENT AND CULTURECULTURE

Booth and Ainscow, 2002Booth and Ainscow, 2002

Being inclusiveBeing inclusiveAltering our approachesAltering our approaches

Build on the strengths Build on the strengths Compensate for weaknessesCompensate for weaknesses Being multi-sensoryBeing multi-sensory Exploiting the multi-modalExploiting the multi-modal Encouraging the strategicEncouraging the strategic

How would you imagine How would you imagine a dyslexia-friendly a dyslexia-friendly

school?school?

What would be essential What would be essential in your context?in your context?

Home groups 4 Principles 4 Don'ts

THE UK DYSLEXIA-FRIENDLY THE UK DYSLEXIA-FRIENDLY SCHOOLS INITIATIVE - The SCHOOLS INITIATIVE - The

backgroundbackground Swansea LEA 1997 – crisis in provisionSwansea LEA 1997 – crisis in provision Neil Mackay (education consultant) Neil Mackay (education consultant)

working with SEN advisor – originated working with SEN advisor – originated ‘dyslexia-friendly’‘dyslexia-friendly’

‘‘Model’ set up at Hawarden High SchoolModel’ set up at Hawarden High School Rolled out through trainingRolled out through training Mackay with SENCO groups set up Mackay with SENCO groups set up

national accreditation scheme for national accreditation scheme for schoolsschools

BDA ‘Standards’:BDA ‘Standards’: Leadership and ManagementLeadership and Management Teaching and LearningTeaching and Learning The Classroom EnvironmentThe Classroom Environment Partnership and LiaisonPartnership and Liaison

The UK Dyslexia-friendly School The UK Dyslexia-friendly School Principles into practicePrinciples into practice

• Policy – putting practice into policy• Training – walking the talk • Identification, assessment and monitoring – 

scrutiny and immediate intervention• Responses to needs – walking the talk• Parents as partners – completing the loop  McKay (2004) 

BDA Dyslexia Friendly Schools Pack: http://www.bdadyslexia.org.uk/files

Dyslexia-friendly schools are Dyslexia-friendly schools are Empowering schoolsEmpowering schools because because

theythey….….

• recognise the importance of emotional intelligence and the ‘feel good factor’• individual differences are recognised and celebrated• everyone is important• all pupils empowered to be “the best they can”• individual approaches to learning

recognised and harnessed.

InclusiveInclusive schools because schools because theythey…..…..

• balance needs for basic skills and broad, varied curriculum

• social, emotional and intellectual inclusion a top priority

• weak basic skills not a bar to “top sets”

• the focus on strengths rather than weaknesses

• progress monitored via achievement of “can do” statements

How did this match your idea How did this match your idea of the dyslexia-friendly school?of the dyslexia-friendly school?

Similarities?Similarities?Differences?Differences?

Why?Why?

Walking in the dyslexic learner’s Walking in the dyslexic learner’s shoesshoes

What do you think dyslexic learners would say here?

What Hurts?What Hurts?Thomson & Chinn, 2001Thomson & Chinn, 2001

If you shoutIf you go too fastIf you rush themIf you don’t stick to the pointIf you give him too many instructionsToo much copying or dictatingIf you patronise them If you show them upIf you ridicule themIf you confuse dyslexic with stupid…(Thompson & Chinn, 2001)

What will they hate?What will they hate?

What Helps?What Helps?

What do you think dyslexic learners might say?

Be Clear, concise, pleasant, calm, patient and prepared to repeat information

Dyslexia-friendly ground Dyslexia-friendly ground rulesrules

Avoid overloading weaknessesAvoid overloading weaknesses Planning written work and getting Planning written work and getting

thoughts down on paperthoughts down on paper Reading slowly even when reading Reading slowly even when reading

seems compensated seems compensated Completing tasks at speedCompleting tasks at speed Remembering tasks, learned facts, Remembering tasks, learned facts,

arrangements, especially if under arrangements, especially if under pressure or overloadedpressure or overloaded

Copying any material from a Copying any material from a black/white boardblack/white board

Secretarial skills Secretarial skills

Teach to strengthsTeach to strengths

Identify the learner’s stronger Identify the learner’s stronger channelschannels

Teach in a multi modal wayTeach in a multi modal way Use peers and your team Use peers and your team Be multi-sensoryBe multi-sensory

Ground rules for an inclusive Ground rules for an inclusive environmentenvironment

AdjustAdjust without changing  without changing outcomesoutcomes Change instructional Change instructional arrangementsarrangements Change lesson Change lesson formatformat Change delivery Change delivery stylestyle AdaptAdapt curricular  curricular goalsgoals Change Change environmentenvironment or location or location Change instructional Change instructional materialsmaterials Personal assistance?Personal assistance? Alternative activity for student and some Alternative activity for student and some 

peerspeers.. Be critical of differentiation.  Be critical of differentiation.  

Nind, 2006

How to helpHow to help

A different way of thinking

Practical examples….

Why am I asking you to do this?

What might dyslexic What might dyslexic learners fear?learners fear?

Here is Milo…..Here is Milo…..

When work is handed in….When work is handed in….

Messages via Marking Messages via Marking

•Success: ‘more of this please!’•Tip: Two “doable” checkable tips

Only mark target spellings •Think – target one doable improvement the learner can consider for next piece

Success-tip-thinkSuccess-tip-thinkHughes (1999)Hughes (1999)

The feedback sandwich

Assessing knowledgeAssessing knowledge

Write a paragraphWrite a paragraph

Prove you have learnt something….How many ways?

Assessing knowledgeAssessing knowledge

Write a paragraphWrite a paragraph Share with a friendShare with a friend Bullet points or post Bullet points or post

itsits Drawings and labelsDrawings and labels Flow chartFlow chart Comic story boardComic story board Design a quiz Design a quiz

Create a posterCreate a poster Time LineTime Line Mind mapMind map Model makingModel making Radio/hot seat Radio/hot seat

interview interview Dance dramaDance drama Build a volcano and Build a volcano and

explain how it worksexplain how it works

Prove you have learnt something….How many ways?

MINIMISING FEARSMINIMISING FEARS((Mackay, 2006; Mortimore &Dupree,2008)Mackay, 2006; Mortimore &Dupree,2008)

Fear of Fear of disapproval/lack of disapproval/lack of understandingunderstanding

Fear of Fear of reading aloudreading aloud Fear of not being able to understandFear of not being able to understand Fear of Fear of not being able to keep upnot being able to keep up Fear of Fear of teststests Fear of Fear of not being able to startnot being able to start Fear of not being able to Fear of not being able to spellspell Fear of handing in work to be Fear of handing in work to be markedmarked Fear of leaving ‘comfort zone’Fear of leaving ‘comfort zone’ Fear of Fear of not being able to show whatnot being able to show what I I

knowknow Fear of having to Fear of having to writewrite

TaskTaskIn your In your homehome groups (8) groups (8)

Look at the list of fearsLook at the list of fears Your group will be allocated oneYour group will be allocated one What adjustments could you What adjustments could you

make to ensure that this fear is make to ensure that this fear is not part of your school.not part of your school.

Make your school dyslexia-Make your school dyslexia-friendly………friendly………

Star TipsStar Tips

Anticipate and avoid failure

Task analysis

Understand the Impact of failure

One bite at a time

Dyslexia-friendly schoolsAudit Checklist

Adapted with permission from Mackay (2004) Mortimore & Dupree (2008)

1. Identification, assessment and monitoring

Criteria Criteria Date/ In Place? Date/ In Place? What?What?

Action neededAction needed Second checkSecond check

Documented ways Documented ways of identifying of identifying issues with regard issues with regard to basic skill to basic skill development development

Classroom based Classroom based intervention intervention strategiesstrategies

Needs assessment Needs assessment processes in placeprocesses in place

Dyslexia friendly Dyslexia friendly marking systemsmarking systems

Dyslexia friendly Dyslexia friendly testing testing assessment assessment

Criteria Criteria Date/ In Place? Date/ In Place? What?What?

Action neededAction needed Second checkSecond check

Good-practice in Good-practice in policiespolicies

Classroom Classroom management management strategies in staff strategies in staff handbook handbook

Information about Information about students fully students fully availableavailable

Dyslexia friendly Dyslexia friendly materials used by materials used by all staffall staff

Dyslexia friendly Dyslexia friendly testing and testing and marking systems marking systems used by all staffused by all staff

Dyslexia friendly Dyslexia friendly homework homework practicespractices

Work acceptable Work acceptable in range of formsin range of forms

Strategies in place Strategies in place to access material to access material for exam revision for exam revision and researchand research

Strategies in place Strategies in place to compensate for to compensate for poor literary skills poor literary skills

2: Responses to needs

‘‘Dyslexia friendly settings’Dyslexia friendly settings’Recommended ReadingRecommended ReadingBritish Dyslexia Association (BDA) 2005 British Dyslexia Association (BDA) 2005 Achieving Dyslexia-friendly Achieving Dyslexia-friendly

SchoolsSchools (5th edn) Reading: BDA. available online at (5th edn) Reading: BDA. available online at www.bdaweb.co.uk/bda/downloads/wholedocument.pdf www.bdaweb.co.uk/bda/downloads/wholedocument.pdf McKay, N. (2006) McKay, N. (2006) Removing Dyslexia as a Barrier to Removing Dyslexia as a Barrier to

Achievement: The Dyslexia Friendly Schools Toolkit Achievement: The Dyslexia Friendly Schools Toolkit Oxford: SEN marketingOxford: SEN marketing

Mckay, N. & Tresman, S. (2006) Mckay, N. & Tresman, S. (2006) Achieving Dyslexia-friendly SchoolsAchieving Dyslexia-friendly Schools. . Oxford: SEN MarketingOxford: SEN Marketing

Mortimore,T. & Dupree, J. (2008) Mortimore,T. & Dupree, J. (2008) Dyslexia-friendly Practice in Dyslexia-friendly Practice in the Secondary Classroomthe Secondary Classroom. Exeter: Learning Matters. Exeter: Learning Matters

Pavey, B. (2007) Pavey, B. (2007) The Dyslexia-Friendly Primary SchoolThe Dyslexia-Friendly Primary School. London: Paul . London: Paul ChapmanChapman

Reid, G. (2005) Reid, G. (2005) Dyslexia and Inclusion. Classroom Dyslexia and Inclusion. Classroom Approaches for Assessment , Teaching and Learning.Approaches for Assessment , Teaching and Learning. London; David FultonLondon; David Fulton

DfES (2002) DfES (2002) Learning and Teaching for Dyslexic ChildrenLearning and Teaching for Dyslexic Children. . www.standards.dfes.gov.uk CD Rom availablewww.standards.dfes.gov.uk CD Rom available