1. Dyslexia Friendly Strategies/Supporting Memory
Sue Kinsler
MDDA
and
Advisory Teacher for Dyslexia-Specific Learning Difficulties,
Swindon Dyslexia-SpLD Service
Dyslexia Friendly Strategies/Supporting Memory

2. What’s it all about? Dyslexia – Definition, Rose Report
What do we notice?
Multi-sensory
LOOMS
Dyslexia Friendly Resources/Classroom
    

3. The Rose Report on Dyslexia
Download a copy from
Department for Education publications at:

4. The Rose Report
Gives a definition of dyslexia fully endorsed by Wiltshire County Council and:

5. What is dyslexia?
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling
Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.
Dyslexia occurs across the range of intellectual abilities.
    

6. What is dyslexia?
It is best thought of as a continuum, not a distinct 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 organisation, but these 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.
·         

7. What is dyslexia?
It is best thought of as a continuum, not a distinct 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 organisation, but these 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.
·         

8. Have you noticed? Often reserved in group discussions
Raises hand but unable to answer question
Withdrawn
Easily distracted
Mental Calculations
Make poor academic progress
Lack creativity in solving complex problems
Self esteem/low motivation issues
Frustration
Multi tasking
Difficulty following instructions
Incomplete recall
Place keeping errors
Task abandonment
Poor decision making including behavioural choices
Spelling,

9. A Different Learning Ability
“If a child does not learn in the way in which we teach then we must teach him in the way in which he learns. Let dyslexia be looked at from a different angle...as a different learning ability.”
In dyslexia friendly schools, teachers appreciate that dyslexic children learn in these different ways and that this can be beneficial to all.

10. Difficulties: Your Experience
This helps you with your graduated approach.
You may know that they have dyslexia.
You may suspect that they have dyslexia.
You are certain that they have Literacy difficulties.

11. General advice: Multi-sensory Learning
Is multi-sensory learning powerful?
Let’s find out…

14. Multi-Sensory Teaching:LOOMS
L Little and
O Often
O Over-learning opportunities
M Multi-sensory
S Systematic

15. General advice: Multi-sensory Learning
L Little and
O Often
Break up the session into shorter ‘chunks’
This will aid working memory and help learning to be retained
Try a short reading or spelling activity before the main work, based on something useful
Revisit work regularly, at the end of the current session or beginning of the next
Spread work over time, where possible
Add variety, pace and challenge to the session

16. General advice: Multi-sensory Learning
O Over-learning opportunities
Over-learning is not just repetition: it’s acquisition, practice, generalisation and revision:
Provide lots of opportunities to practise the skill
Encourage connections to other subjects
Explore how learning fits with things the pupil already knows
Revise work often

17. General advice: Multi-sensory Learning
M Multi-sensory
Multi-sensory is when different modalities for learning are accessed simultaneously
Try to get visual, auditory and kinaesthetic channels working together, at the same time!
Spell words out loud, while visualising
Visualise ‘in the mind’s eye’ while tracing with a finger
Use props, concrete resources, diagrams and sounds, and mix it up!

18. General advice: Multi-sensory Learning
S Systematic
Structured, sequential and cumulative:
The order of work is very important
Build on prior learning

19. Visual Support Use simple dyslexia friendly fonts (sans serifs)
Write clearly on the whiteboard and set it to a pastel background / use buff paper.
Use a different colour for each line: this helps pupils with tracking difficulties keep their place.

20. Visual Support To make a text easier on the eye, Choose a simple font
Choose a simple font
Space out (1.5 or double)
And magnify! (14 pt or more)

21. Top Ten 10
Pick of the Props

22. Reading Rulers and the NEW Cooler Ruler10
Reading Rulers and the NEW Cooler Ruler

23. 9
The Post-it Note

24. Talking Tins and other voice recording stuff8
Talking Tins and other voice recording stuff

25. High Interest reading materials7
High Interest reading materials
Rapid Readers:
Barrington Stoke:

26. 6

27. Mind Maps and visual planning5
Mind Maps and visual planning

28. Word lists and technical glossaries4
Word lists and technical glossaries

29. Think about visual stress!3
Pastel backgrounds for whiteboards !
Buff coloured paper
Think about visual stress!

30. Peer Teaching and buddying2
Peer Teaching and buddying

31. Highlight lines in exercise books www.printablepaper.net1
Highlight lines in exercise books

32. “What Works” Reciprocal Reading Paired Reading
AcceleRead / AcceleWrite
Sound Reading Systems
And more……
(What Works for children and young people with literacy difficulties - Greg Brookes Feb The Dyslexia SpLD Trust)