Get it Right for Dyslexia - Get it Right for All...Title: Get it Right for Dyslexia - Get it Right...
Transcript of Get it Right for Dyslexia - Get it Right for All...Title: Get it Right for Dyslexia - Get it Right...
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Looking for “hidden DLTN”
• Who do you teach who:
• Doesn’t have a label
• Is a native English speaker
• And……… s/he would get more marks in a comprehension if you:
1. Read the passage out loud
2. Read the questions out loud
3. Write down the answers
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Let’s be clear:• Short term memory/working memory –definitely not interchangeable phrases
• STM – just for storage – sustainable for seconds only
• WM – involves central executive for “effortful mental transformations” – holding it long enough to do something
with it.
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Working Memory
Tracey Alloway 20103/21/2017 Copyright Neil MacKay 2017 12
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Automaticity• The ability to perform an action
automatically without focusing upon it’ (Mortimore, 2003, p.50).
• Many tasks are made up of a number of sub-skills.
• “Simultaneous sub-skills” must become automatic, rather than conscious for “effortless performance’
• Lack of automaticity = processing overload when asked to carry out new or complex tasks.
• Wide range of skills can be affected, including motor skills.
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A classic sign:We:
• Set a complex task
They:• Start purposefully suggesting they ok with it
(primacy effect?). Then they:• Make errors• Loss focus, become inattentive,
distracted• Abandon the task
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Kinaesthetic
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Working Memory - Simply Psychologywww.simplypsychology.org ›
Kinaesthetic
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Don’t forget to
start each
sentence
with a capital
letter
Don't forget to start
each sentence with a
Capital letter and end
with a full stop. Can
you use any “wow
words”?
Don't forget to start
each sentence with a
Capital letter and end
with a full stop. Can
you use any “wow
words”? Also can you
start a sentence with
an “ing” word or a “ly”
word? More marks if
you can!
Plenty of marks just for
remembering the task.
This student is not smart
but does well because a
good working memory.
This student can do the
“ing” and “ly” tasks but
forgot to do them.
So marks will be ok but
not ability appropriate
and risk of becoming
a “coasting kid.”
This student is smart and
can do it all but s/he forgets
instructional sequences.
Marks will definitely not
reflect ability on this task
Little “visible learning”
and likely to suffer
from reduced expectation
and frustration.
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More strategies – “Going for five”
1. Repeat a similar task instantly or later with modifications
2. Keep sentences short or join by easy conjunctions
3. Keep it visible for longer
4. Simplify grammatical structure – for sentences, instructions, comprehensions
5. Break multi step tasks into independent series and steps to be completed
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Understanding through
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Studies on Reading FactorsStudies showing good word recognition skills can
be developed in the absence of good comprehension:
Snowling & Frith 1986
Stothard & Hulme 1992
Studies showing that good comprehension can be developed in the absence of good word recognition skills:
Catts, Adolf & Weismer 2006
Spooner, Baddley & Gathercole 2004
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I th in k …
Wow!
Interesting!
5 W
+ H
M m m m ,
th a t ’s
c le a r e r .
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I th in k …
Wow!
Interesting!
5 W
+ H
M m m m ,
th a t ’s
c le a r e r .
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“How could/might you…………
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Let’s go to “The Island”
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Step 1
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Sp. See me
Step 2
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Time to give a helping hand:
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Use a connectiveDespite, When, Even thoughBecause, However,So, While, AfterAlthough
Use an adverb – an ‘ed’ or ‘ly’Disappointingly, Regretfully, Steadily, Happily, Slowly, Mournfully, Graciously, Frustrated, Confused, Worried, Delighted
Use a simile or metaphorLike a mouse, heBrave lions, theyAs swift as a bird, she
Use a verb – an ‘ing’ clause Giggling and laughing, Waiting, Thinking, Looking,
Copyright Neil MacKay 2015
Next sentence must be exactly 6 words long
Next sentence must be exactly17 words long
Next sentence must begin with “Because”From now on, you can only use
“And” or “But” as a starter
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A c ce s s in g p r o c e s s
(S e qu e n c in g )
W e n e e d
t o
s e p a r a te
t a s k s
t h a t
d em a n d :
A c ce s s in g
s t o r a g e
(R em em b e r in g )
W h a t d o I k n o w ? H o w d o I d o it ?1 / 1 3 / 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 3 0
F ina lly
F ir s t
A ls o
N e x t
A f te r
tha t
T he n
S o,
T I P T A P P
T im e
to s ta r t a new
p a r a g r a p h w he n y ou
cha ng e :
S im p le r
T im e
I d e a
P e r s on
M or e s op h is t ic a te d
T hem e /T op ic
A d v e r t
P la ce
P ic tu r e in y our he a dB e ca us e
H ow e v e r
G e ne r ic
p a r a
s ta r te r s
A nd , 1 / 1 3 / 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 7 4
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Please checkout my website – www.actiondyslexia.co.uk for articles, links, books and more
Please follow me on:• Twitter - @actiondyslexia – please tweet, add pictures
from the training, tag me in photos of any improved work completed by your students using new strategies
• Facebook – Action Dyslexia Ltd. Please follow and comment on training etc, especially things that worked well back in class.
• Please get back with any questions and I will respond as soon as I can – [email protected] And….
New for 2017……….
• Going for greater depth – “drilling down” for stretch, challenge and risk.
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