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Dysl Dyslexia xia Dys Dysgraphia phia Dyscalculia Dyscalculia ??? ??? • Controversial theories • Myths around these • Do these exist ? • Occurs in other languages • Research done • Different degrees

• The Oxford dictionary meaning for Dyslexia is “a disorder involving difficulties to read or interpret words, letters or other symbols , but does not affect general intelligence”

Descriptive Defi finition • describes the condition or the characteristics of Dyslexia; according to Snowling (2008) continues to say that Dyslexia is characterized by “ a deficit in phonological (speech) processing, but “its behavioral manifestations are varied …. • there are cardinal symptoms of reading and spelling difficulties, and there are a range from problems of written expression, to aspects of mathematics, verbal memory and organizational skills .”

Discrepancy Definition • not referred to anymore goes on to say that Dyslexia is according to Selikovitz in Kelly & Phillips 2011 p.9; “an unexceptional and unexplained condition, occurring in a child of average or above intelligence , characterized by a significant delay in one or more areas of learning.” This theory was disregarded as there was no qualitative difference in the patterns of reading errors between students with high or low IQs.

The working definition • can be used to identify learners with Dyslexia and provide a basis for intervention . The Rose report suggests that Dyslexia is a learning difficulty that affects the following from Kelly & Phillips (2011 p 9, 10): • Primarily affects skills involving in accurate and fluent word reading and spelling. • The key features are difficulties in phonological awareness, verbal memory and verbal processing speed. • Dyslexia occurs across a range of intellectual abilities • It is thought as a continuum and not as a category and there are no clear cut-off points • Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organization, but they are not by themselves, markers of dyslexia • A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

In short, Dyslexia • falls on the spectrum of language disorder • affects the individual for life • Its characterized by a deficit in phonological (speech) processing • BUT its behavioural manifestations are varied • The cardinal symptoms are reading & spelling difficulties • Has a range of problems of written expression, to aspects of Maths, verbal memory and organizational skills

Factors contributing to Dyslexia as a continuum • Depends on the child’s patterns of strengths and weaknesses, support, maturation, appropriateness and intensity of early intervention • Many individuals have other inter-related learning difficulties • It is not caused by the lack of motivation to want to learn to read, sensory impairment, inadequate instruction or lack of environment opportunities or low intelligence • the disability varies on the severity and the prognosis depending on the severity of the disability • The behavioural symptoms of some of the underlying problems varies and changes with development therefore this should be seen on a cognitive level rather than a behavioural level. • More than other developmental disorders it is marked by a high degree of compensations

Early detection for dyslexia - is crucial • How soon can you test for dyslexia? Children under the age of 9 cannot be diagnosed with dyslexia. There are several tests on the market at the present time for diagnosing dyslexia as early as 4 years of age. However, we term these early diagnoses as 'at risk' for dyslexia until the child is six months into their second grade of education.

When is it a learning difficulty? • Excels in other areas • Poor grades or academic performance • School or task avoidance • Frequent absenteeism • Making excuses • High anxiety levels • Accident prone • Friendship, social issues • Becoming emotionally needy

How do they test you for dyslexia? • A single test can 't diagnose dyslexia . Rather, your doctor or a school professional (such as a reading specialist) will ask you what signs of dyslexia you and your child's teachers have seen. He or she will ask your child questions too. ... It takes a team to diagnose dyslexia .

Can schools test for dyslexia? • Federal education law does not require public schools to test children for dyslexia . Schools only have to test to find out if a child is eligible for special education services, and if so, under what category. If a child with dyslexia is eligible, they will be placed in a category called Learning Disability.

Testing procedure Factor in: Testing must involve: • For better results; early Diagnostic Reading & Spelling & dictation tests detection is vital. • Initial take in interview and Reading nonsense words testing is important Comprehension: aloud & silent & oral • Background history: family Rapid name calling and school history Recalling of numbers forwards & • School reports backwards • Other tests results: OT, Handwriting speed & handwritten copying task speech & language, paedatric assessment, Informal handwritten free writing task other

To sum up - Importance of intervention Kelly & Phillips (2011 p11) suggests implications of practice is that • ‘ Early detection and assessment of literacy difficulties is important in view of the incidence of dyslexia. • Referrals should not be made on the assumptions of disruptive behaviours • A ‘ checklist for screening is a useful first step and it is worthwhile remembering that characteristics/observable behaviours may be different at different ages.” • Systematic multisensory programme in your teaching is important

Understanding how reading takes place

How can you help a child with dyslexia? • Go into detail. Kids with reading difficulties may need help when it comes to noticing all the details in a new word — especially if the word has an unusual spelling. Take the word through, for example. Teach your child by first showing her the word and then reading it out loud.

The principle approach needs to be • Structured: new concept is strictly ordered to a programme • Multisensory: VAKT • Cumulative: logical sequence of graded steps so that ant new point builds on what was previous learnt • Phonics- based : synthetic ( letter-sound) and analytical ( whole word) • Overlearning : before moving on to the next one, repeat a particular routine and drill until optimal learning is acquired

Planning your lessons • Starting point established from your testing • Organization and planning and lesson lay out is vital • Factor in: 1. Be well prepared before, during and concluding your lessons 2. Have tools available and functioning and vary them from time to time 3. Timing of each task in the lessons is important : ½ on revision and ½ on new teaching point 4. Concentration levels – bring multisensory or change activity 5. Form a relationship • Be aware of sensory overload and too many activities

Important teaching strategies: your lessons need • Structure & routine: spelling – dictation • Memory training: for automaticity • Support activities: visual & auditory sequential memory • Handwriting • Multisensory approach

The importance of f memory ry ‘If we learned to use our brain the way it was naturally designed to work, we would astonish ourselves every day. ‘ Jensen,1995

Importance of memory training • Memory is an activity to acquire retain and recall information – an areas that students with Dyslexia have the most difficulties Improving working memory & long term memory • Metacognition • Actively involved • Verbal rehearsal • Pattern based • Reduce memory overload – chunking info • New knowledge built on previous knowledge • Alternative techniques for info beyond memory capacity - application • Practice for ‘real life’

Working memory is • Described the ability we have to hold in mind and mentally manipulate information over a short periods of time. • Working memory is thought as a mental workspace that we can store important information in the course of our mental activity.

Why is working memory important ? • Working memory is used for: • Essential for academic areas: ✓ Controlling attention • Reading (especially comprehension) ✓ Resisting distraction • Maths (especially problem ✓ Complex thinking solving) ✓ Organization • Written expression ✓ Problem Solving • Test taking ✓ Remembering tasks

Structure & routines: • The need for numerous exposure to a stimulus ( the printed word) • Routine is built into the lessons aimed at improving speed of retrieval • Time management is important – avoid over planning • Ensure that correct information goes into working memory and is stored in long term memory

An example of a lesson plan • Alphabet and dictionary skills • Memory training • Revision • Reading & spelling pack • New teaching point • Handwriting • Reading in structure • Written task • Spelling & dictation in structure • Quick review • Support reading • Game