MA dyslexia introduction
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MA dyslexia introduction

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

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

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MA dyslexia introduction MA dyslexia introduction Presentation Transcript

  • 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
  • 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
  • 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
  • 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-executive-summary/
  • 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-friendly classroom
  • 6. Supporting students with reading difficulties (2): Theuses of ICT to support readers CAST UDL Editions ™
  • 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; evaluate the arguments THE DYSLEXIA MYTH >
  • 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 definitions of the others onyour table; try to spot similarities anddifferences.
  • 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.
  • 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...
  • Definition categories for dyslexia:1.
  • 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
  • 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, 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?
  • 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