1. Specialist dyslexia teaching: what does it look like? Jane Warren jcw12@soton.ac.uk Education School

2. A learning difference Dyslexic people learn differently because of the neurocognitive differences: 2 "If they can't learn the way you teach, can you teach the way they learn?"

3. Learning is a process Information processing cycle CognitionOutput Input The learning process 3

4. Input Stage  Present information in small chunks, or help learner break information down into manageable sections  Over-learning - using a variety of methods and materials e.g. review PowerPoint slides with notes taken/recording of lecture  Key points - are they presented and signposted as such? 4

5. Cognition Stage  Organise new learning into meaningful chunks  New information - link to previous knowledge  Strategies to help memorisation e.g. mind mapping, mnemonics, student’s preferred method 5

6. Output Stage  Provide a structure for written work e.g. paragraph headings  Break information down into manageable chunks e.g. written work into separate sections/files/pages  Summarise key points in sections e.g. start with bullet points then expand 6

7. Difficulties in literacy learning can be seen as A combination of interaction between within learner and environmental factors If this is the case then there needs to be an assessment of Within learner characteristics and The learning environment 7

8. Dynamic and Metacognitive learning  Focuses on the process of learning  Strategies being used by the learner  Can be a useful teaching tool e.g. reciprocal, scaffolding  Can be achieved by asking the learner questions 8

9. Learner Metacognitive strategies enable the learner to monitor their success and become an active learner Needs an understanding of the learning process – metacognition Needs a self monitoring process = greater efficiency and quality of learning

10. What is metacognition?  Metacognition refers to an individual’s self knowledge of learning  The structure and organisation of the learners knowledge base & efficiency of learners self monitoring  Metacognition looks at the content as well as the process e.g. how the individual learns and how their knowledge base changes with learning

11. Why is this important for dyslexic learners?  Learners who are weak in analytic and discrimination skills can learn to process information more efficiently and effectively  A structured sequential approach to learning needs to be balanced by global activities such as creative work, language experience & visual imagery  Dyslexic learners may become ‘hooked’ into the method that causes them the most difficulty e.g. decoding that they fail to develop other ways of learning

12. Cognitive skills, learning style, metacognition and literacy  How can you identify the skills required?  How can the learner use this knowledge?  What strategies can you use as a SDT to help the learner develop the skills that they need?

13. Balancing act At the same time a balance needs to be maintained within the context of the learner  What is required? Specific skills e.g. memory, organisation, time management  Awareness of course/curriculum demands, presentation of information e.g. note taking  Learner’s ability to access learning

14. Lower order skills v higher order skills  Individual language development programmes tend to focus on lower order skills e.g. decoding, spelling, handwriting  The development of underpinning skills can sometimes be overlooked  The awareness of these underpinning skills (metacognitive approach) will empower the learner  These underpinning skills help to form the ‘glue’ that holds everything together

15. Challenge for the SDT Is to balance the needs of the learner and  Increase functional literacy  Develop academic and personal skills.  Identify where the skills gap is? (Underlying skills needed to function in various environments) within the learner’s current context

16. Overcoming barriers to learning  Information on learner and the curriculum is needed  A balance between assistance for the learner and refining objectives to make them more accessible  Important to avoid a checklist approach  Emphasis on barriers to learning and not what the learner cannot do 16

17. Different stages of education Support at each stage of education is:  Often closely linked to curriculum needs  Often teacher driven  The sessions are often led and organised by the teacher