Understanding & Supporting Students withReading Difficulties/DyslexiaModule XXD017Introduction to the Dyslexia module; def...
Introduce yourself:1. Fill in the personal information sheet2. Then introduce yourself to the others onyour table3. Try to...
The ten units:1. The nature of dyslexia; definitions and diagnosis2. Assessment and dyslexia3. The reading process: how do...
1. The nature of dyslexiahttp://www.teachernet.gov.uk/_doc/3724/SENCodeofPractice.pdf
1. The nature of dyslexiahttp://www.education.gov.uk/schools/pupilsupport/sen/b0075291/sen-and-disability-green-paper-exec...
2. Assessment and dyslexia: tests, profiles
3. The reading process: how do fluentreaders read, and what models of thereading process are useful?
The reading process:The ‘Searchlights Model’   The ‘Simple View’:                                R = D x LC
4. Learning to read: how does it work with most readers,and what has gone wrong when it does not?
How should children be taughtto read?                   ‘Real Books’?                    -or ‘phonics’?
How should children be taught to read?• What has happened (or not happened)when it goes wrong?
5. Supporting students with reading difficulties (1) Kits,schemes, lenses and pedagogies; inclusivity and thedyslexia-frie...
6. Supporting students with reading difficulties (2): Theuses of ICT to support readers                                  C...
The Internet:24,080,000,000 sites     in English   ‘A room with 24     billion doors’
7. Is dyslexia a myth?  Watch the video; evaluate the arguments                1.Is dyslexia a myth? Watch the video; eval...
8. Preparing for your assignment: approaches, essaytitles, criticality
9. The Code of Practice and classroom support
10. What are the social and emotional effects of beingdyslexic?   Where do parents fit in? Module review
Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’
Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’2. Look at the defin...
Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’2. Look at the defin...
Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’2. Look at the defin...
Definition categories for dyslexia:1.
The definitions task:1. Read the definitions on the hand-out2. Look for      - descriptions of dyslexia      - explanation...
The nature of dyslexia -Jenny Thomson, Harvard University
The nature of dyslexia -Jenny Thomson, Harvard UniversityDefinitions and theories   1. In your group, A, B, C, D or E, loo...
And finally ...Stanovich!!!1. Your task before Session 3 tomorrow is toread the two articles, and mark or highlight indiff...
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MA dyslexia introduction

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Slides for Session 1 of the University of Nottingham Dyslexia Summer School.

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  • MA dyslexia introduction

    1. 1. Understanding & Supporting Students withReading Difficulties/DyslexiaModule XXD017Introduction to the Dyslexia module; definitions and descriptionsColin Harrison and Jackie DeardenSchool of Educationcolin.harrison@nottingham.ac.ukjackie.dearden@nottingham.ac.uk
    2. 2. Introduce yourself:1. Fill in the personal information sheet2. Then introduce yourself to the others onyour table3. Try to be able to say and spell the namesof everyone on your table
    3. 3. The ten units:1. The nature of dyslexia; definitions and diagnosis2. Assessment and dyslexia3. The reading process: how do fluent readers read,and what models of the reading process are useful?4. Learning to read: how does it work with mostreaders, and what has gone wrong when it does not?5.Supporting students with reading difficulties (1) Kits,schemes, lenses and pedagogies; inclusivity and thedyslexia-friendly classroom6. Supporting students with reading difficulties (2) Theuses of ICT to support readers7.Is dyslexia a myth? Watch the video; evaluate thearguments8. Developing criticality, assignment planning; essaytitles9. Assessing learning opportunities for the individual10. Social and emotional issues/ Establishing adyslexia-friendly classroom and school + coursereview
    4. 4. 1. The nature of dyslexiahttp://www.teachernet.gov.uk/_doc/3724/SENCodeofPractice.pdf
    5. 5. 1. The nature of dyslexiahttp://www.education.gov.uk/schools/pupilsupport/sen/b0075291/sen-and-disability-green-paper-executive-summary/
    6. 6. 2. Assessment and dyslexia: tests, profiles
    7. 7. 3. The reading process: how do fluentreaders read, and what models of thereading process are useful?
    8. 8. The reading process:The ‘Searchlights Model’ The ‘Simple View’: R = D x LC
    9. 9. 4. Learning to read: how does it work with most readers,and what has gone wrong when it does not?
    10. 10. How should children be taughtto read? ‘Real Books’? -or ‘phonics’?
    11. 11. How should children be taught to read?• What has happened (or not happened)when it goes wrong?
    12. 12. 5. Supporting students with reading difficulties (1) Kits,schemes, lenses and pedagogies; inclusivity and thedyslexia-friendly classroom
    13. 13. 6. Supporting students with reading difficulties (2): Theuses of ICT to support readers CAST UDL Editions ™
    14. 14. The Internet:24,080,000,000 sites in English ‘A room with 24 billion doors’
    15. 15. 7. Is dyslexia a myth? Watch the video; evaluate the arguments 1.Is dyslexia a myth? Watch the video; evaluate the arguments THE DYSLEXIA MYTH >
    16. 16. 8. Preparing for your assignment: approaches, essaytitles, criticality
    17. 17. 9. The Code of Practice and classroom support
    18. 18. 10. What are the social and emotional effects of beingdyslexic? Where do parents fit in? Module review
    19. 19. Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’
    20. 20. Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’2. Look at the definitions of the others onyour table; try to spot similarities anddifferences.
    21. 21. Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’2. Look at the definitions of the others onyour table; try to spot similarities anddifferences.3. Decide as a group how you might classifythe definitions on your table; make a list of3-5 classification categories.
    22. 22. Definitions of dyslexia:1. On a Post-It note, write your own answerto the question ‘What is dyslexia?’2. Look at the definitions of the others onyour table; try to spot similarities anddifferences.3. Decide as a group how you might classifythe definitions on your table; make a list of3-5 classification categories.4. Let’s compare notes and see what wecome up with...
    23. 23. Definition categories for dyslexia:1.
    24. 24. The definitions task:1. Read the definitions on the hand-out2. Look for - descriptions of dyslexia - explanations of causes of dyslexia - discrepancy/deficit models3. Fill in the table and compare your ideaswith others on your table
    25. 25. The nature of dyslexia -Jenny Thomson, Harvard University
    26. 26. The nature of dyslexia -Jenny Thomson, Harvard UniversityDefinitions and theories 1. In your group, A, B, C, D or E, look at the interview question put to Jenny Thomson, and discuss your thoughts on her answer. Did you learn anything new? Do you agree with her views?
    27. 27. And finally ...Stanovich!!!1. Your task before Session 3 tomorrow is toread the two articles, and mark or highlight indifferent colours, if you can: - key ideas - things you agree with - anything you disagree with - words or sections you don’t understand
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