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Welcome!
Aims
How does dyslexia affect Primary school children?
Strategies, practical examples
Questions and comments
A Cluster of Difficulties Phonological skills
Language Processing
Sequencing
Motor Skills
Organisation
Poor Literacy / Numeracy
Self-esteem
Behaviour
Working memory
Dyslexia in Primary school
Find the issues, tackle them one by one
Remember
‘What helps the dyslexic pupil helps everyone!’
Reading
Slow, laboured, not fluent, monotone
Poor ability to sound out words
May ignore punctuation
Mis-reading of sight words
were / where how/ who want / won’t
Reading
Poor comprehension lack of enjoyment
We never ask them to read in front of the class!
Support Reading
Accuracy
Rate (fluency)
Comprehension
Accessibility
www.load2learn.org.uk/ IT’S FREE!
Spelling
Deteriorates…
•At speed
•In longer pieces of writing
•When being watched!
Phonological Awareness
Be systematic, over-learning
Use pure sounds! www.youtube.com/watch?v=5J2Ddf_0Om8
Breaking words syllables
Practise blending
Practise segmenting
See www.unitsofsound.net/
Support Spelling
Chunk words syllables
Cut words on cards – multi-sensory
Use magnetic/foam/wooden letters/ phonemes –to aid working memory
Spelling takes practice!
Learning Spellings
Making spelling multi-sensory works!
Echo, spell, write, check for dictation
Look, say, cover, write, check
Visualisation techniques
MUSP
Spaghetti spelling
Highlighter dance mat spelling
‘How do you spell….?’
Free writing
Topic work
Mnemonics – pupil’s ideas – humour!
ACE dictionary
We notice that writing has…
Reduced output compared to oral discussion
Awkward pen grip?
Poorly sequenced
Basic vocabulary and sentence structure
Messy
Tackling Writing Difficulties
Systematic…tackle one by one…..
Copy from board accurately
‘Scruffy’ work – scissors, glue, ruler,
fountain / ink pens
Handwriting
Supporting Writing
Systematic
Posture
Touch typing
Focus on creativity
Systematically plan ideas
Maths
Difficulty remembering facts
Misreading units / digits
Difficulty visualising
Difficulty following sequences
Maths Support
Systematic
Over-learning
Concrete resources (Cuisenaire rods)
See www.powerof2.co.uk
Many websites, www.mymaths.co.uk
Difficulties with tests…
Reading and understanding the question!
Working under time-pressure
Sustaining concentration
Coping with tests
Full exam access arrangements for SATs
Reinforce the instructions
Practise styles of exam questions
Provide timeline and move marker
Model organisation
Structured into sections
Flow of work ‘out’ and ‘in’
Everything clearly labeled – pictures
Checklist by the door - things for home
Encourage independent routines
Realistic praise
Build self-esteem
Teaching Style
Multi sensory
Investigatory approach
Directed discovery teaching
Systematic, cumulative
Over-learning
Support Processing and Memory
Allow time to answer questions
Repeat instructions back/paraphrase
Simple instructions
Working memory programmes