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Public Lecture Webinar Slides: An Introduction To Dyslexia For Parents
Public Lecture Webinar Slides: An Introduction To Dyslexia For Parents
Public Lecture Webinar Slides: An Introduction To Dyslexia For Parents
www..dyslexiaaction.org.uk
Overview of webinar
The role of parents.
What is dyslexia?
Signs and symptoms.
Where to go for help and support.
Provision.
How you can help at home.
The role of parents/carers
SEN Code of Practice (2001)
‘Parents hold key information and have a
critical role to play in their children’s
education.
They have unique strengths, knowledge
and experience to contribute to the
shared view of a child’s needs and the
best ways of supporting them…
The role of parents (cont’d)
It is therefore essential that all professionals
(schools, LEAs and other agencies) actively seek
to work with parents and value the contribution
they make.
Treated as partners
Contribution valued
Participation encouraged
training.dyslexiaaction.org.uk
What does ‘Dyslexia’ mean?
Dyslexia = difficulty
with words
‘Dys’ means
‘difficulty’
‘lexis’ means
language
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Dyslexia – Definition…
Interpretation in context
Social significance
16
Attention, Concentration
Planning and regulating
Autistic Spectrum
Disorders
Interpretation in context
Social significance
17
A cluster of difficulties
Phonological skills
Language Processing
Memory
Sequencing
Motor Skills
Organisation
Literacy
Numeracy
Self-esteem
Behaviour
18
Facts and Figures
19
Facts and Figures
20
Developing Automaticity in Dyslexic
Learners
4 goes 8 goes
9 goes 27 goes
Symbols Colour
22
TAKE IN
SHOW
INFORMATION
UNDERSTANDING
SMELLING
HEARING MAKING
NOTES
WRITING
DRAWING
TASTING
SEEING
ESSAY
TOUCHING DISCARD TALKING and WRITING
PROCESSING DOING
ANALYSING
DOING
SYNTHESISING
SEQUENCING
CHECKING
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Phonological processing
Weakness in phonological processing skills can
cause difficulties with:
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Speed of Information Processing
The speed at which someone is able to think through
and respond to simple, routine information e.g.
transcribing lists of numbers. This is not the same as
general ability.
Slow speed of information processing can make it
difficult:
To make a rapid decision
Do routine work quickly
Respond quickly to a question
25
Auditory Short Term Memory
The ability to remember and repeat a sequence of
verbal information e.g. telephone numbers and
verbal directions.
Problems with auditory short term memory can lead
to:
Difficulty with remembering verbal
instructions/information
Problems with note taking
Problems with concentration, especially in a busy,
noisy environment
Poor comprehension of text
26
Visual Short Term Memory
Problems with visual short term
memory can lead to:
Poor spelling
Poor basic reading – word
recognition
Getting lost on new routes and
in new buildings
27
Working memory
long term memory
short term
(working)
sensory memory
input
28
Working Memory
The ability to remember new information while
thinking about it e.g. mental arithmetic.
Copying from whiteboards or books
Making notes / taking dictation
Remembering facts and formulae
Poor sense of direction
Remembering instructions / messages
29
Long Term Memory/Retrieval
Difficulties with storage and retrieval in long-term memory
cause problems with:
Convoluted explanations
31
POOR
UNTIDY ORGANISATION OF
TIME and STUDY WORKSPACE
FORGETFUL
BEING IN
THE RIGHT
PLACE AT
THE RIGHT
TIME WITH
THE RIGHT
EQUIPMENT
OLDER CHILD
YOUNG CHILD PERSONAL
POOR
CONCEPT ORGANISATION
OF TIME/
DAYS OF
THE WEEK
MAKING
NOTES
MESSY MEETING
HANDWRITING DEADLINES
LAYOUT
OF WORK STORING
INFORMATION
Auditory Discrimination
Problems with auditory discrimination can cause
difficulties with:
Mishearing words
Difficulty identifying the sounds in words e.g
» Remember / rember
» th / f
Difficulty segmenting sounds in words
e.g. vis i bil i ty
33
Visual/Spatial
Discrimination/Perception
A poor memory/recall for visual/spatial detail leads to:
Confusion of letter and number
shapes e.g. b/d, 2/5
Mistakes when copying
Difficulty remembering the visual pattern
when spelling e.g. dependent/dependant
Losing place when reading text
Misreading of words e.g. duck/duke
Poor sense of direction 34
Examples of what some people see.
36
The skills of literacy
Skills generation
The final stage - but needs to start early.
Begin to combine basic skills together to access more
complex skills
Spelling
clear articulation
legible cursive script
good visual brain imagery
38
Problems with written work
poor standard of written work compared to oral
ability
40
Writing
Explore alternative forms
dictaphones & PDA’s
word processors
speech recognition software
text to speech software
41
Writing
Provide a framework for gathering and
recording different kinds of information
42
Why are dyslexic children reluctant
readers?
Reading skills
Reading requires simultaneous processing
of:
• symbols
• sounds
• accurate blending
• vocabulary knowledge
• memory for sight vocabulary
• grammar
• sentence meaning
50
Maths and dyslexia
51
What it feels like to be Dyslexic
You might think:-
he’s not listening
he’s lazy
he’s not concentrating
he’s careless
he’s not checking his work
he doesn’t look carefully
he’s being awkward/impossible on purpose
The things dyslexic children might say of
themselves…
SENCo
Governors (Chair/SEN)
Skills Assessment
Wave 2 interventions
Consider Wave 2 and 3 interventions
If difficulties confirmed then child is at ‘School Action’
Parents informed
Monitor progress
Adapt teaching in the classroom
Wave 1 – Quality First Teaching
Alert parents to concerns
Tips for Parents
It is most important to maintain or build
confidence and self esteem
Be encouraging and find things that the child is
good at, such as sports, clubs, to build his identity.
Praise for effort – Remember how hard it can be
to achieve success in literacy skills
Provide support for homework (but don’t write
your child’s work or do the maths homework!)
Work on building confidence in your child’s
strengths
Help your child to be organised - where possible
the security of a sensible routine
Encourage hobbies, interests and out of school
activities
‘Phone a friend!
Reading tips
dyslexiaaction.org.uk
78
Thank you for listening.
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