Dyslexia psycholingustics tefl5022 seminar presentation march 2014
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Dyslexia psycholingustics tefl5022 seminar presentation march 2014

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Introducing dyslexia and some basic principles in order to raise awareness for International students plus an activity - how it feels to be dyslexic.

Introducing dyslexia and some basic principles in order to raise awareness for International students plus an activity - how it feels to be dyslexic.
A presentation for MA TEFL

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Dyslexia psycholingustics tefl5022 seminar presentation march 2014 Dyslexia psycholingustics tefl5022 seminar presentation march 2014 Presentation Transcript

  • DYSLEXIA PSYCHOLINGUISTICS TEFL5022 SHARON NOSELEY MODULE LEADER: SUSAN BARWICK
  • WELCOME TO THE WORLD OF DYSLEXICS • HOW DOES IT FEEL TO BE DYSLEXIC. • DECODING WORDS AND COMPREHENSION. • WHY AND HOW DYSLEXIA OCCURS – THE THEORY OF A PHONOLOGICAL PROCESS. • FAMOUS DYSLEXICS. • TYPES OF DYSLEXIA AND OTHER ASSOCIATED DIFFICULTIES, • REFERENCES. • CLASS ACTIVITY. • QUESTIONS AND DISCUSSION – HAND OUT FOR YOUR INFORMATION.
  • HOW DOES IT FEEL TO BE DYSLEXIC ?
  • READ THIS…. ‘The bottoob line it thit it doet exit, no bitter whit nibe teotle give it (i.e. ttecific learning ditibility, etc) . Inficit, iccording to Tilly Thiywittz (2003), itt trevilence it ictuility one in five children, which it twenty tercent.’ ‘The bottom line is that it does exist, no matter what name people give it (.i.e. special learning disability, etc). In fact, according to Sally Shaywitz (2003), its prevalence is one in five children, which is twenty per cent.’ Dyslexics have to slowly decode each word every time they read...it is not an automatic function….slow/frustrating? Accessed from video Http://www.Ncld.Org/types-learning-disabilities/dyslexia/what-is-it-like-to-be-dyslexic-videos
  • WHY AND HOW DYSLEXIA OCCURS THEORY NEURODIVERSITY Krupska & Klein 1995 Broca (1860s) Patients who lost facility for receptive speech ( aphasia) had damage to a particular area in the left side of the brain. Wernicke (1874) patients could articulate speech, but could not understand what was said to them and their spoken communication became meaningless. This area was named Wernicke's area.
  • WHY? IT IS A PHONOLOGICAL PROCESS – THE BRAIN SEES THE LETTERS BUT DOESN’T PROCESS THEM Dyslexics rely on the right and frontal lobe rather than the left. Therefore, when they read a word the journey takes a longer time through the brain and gets delayed in the frontal lobe – read with difficulty. This can be changed through multi- sensory learning and breaking down the language into syllables. It strengthens the Broca area. (Understanding and Managing Dyslexia for Dummies 2009) Understand their brains and they can learn!
  • FAMOUS DYSLEXICS SCIENTISTS AND INVENTORS ALBERT EINSTEIN THOMAS EDISON ALEXANDER GRAHAM BELL BUISNESS MOGULS AND POLITICIANS STEVE JOBS RICHARD BRANSON JOHN F KENNEDY WINSTON CHURCHILL ARTISTS/MUSICIANS/WRITERS/ SPORT STARS LEONARDO DE VINCI PABLO PICASSO JOHN LENNON STEVEN SPIELBERG ERNEST HEMINGWAY MUHAMMAD ALI
  • TYPES OF DYSLEXIA – HOW TO RECOGNISE SOME ASPECTS Phonological Dyslexia • The most common type. • Trouble with identifying phonemes (sounds within words) and matching letters to sounds. • Grapheme – Phoneme Correspondence difficulty . (Field 2003) • Struggles to read nonsense words/pseudo words . E.g. ( Harley 2014) • Poor spelling with impossible letter combinations. E.g • Ask the learner if you take p off pat and put c ..what do you get? (Understanding and Managing Dyslexia for Dummies 2009)
  • Visual Dyslexia • Can sound out words but has trouble with words that do not sound out regularly. E.g. and so has to learn by sight. • Reads slowly. • Spells phonetically. E.g. Daughter = Through = • Not the same as Visual Stress or Scoptic Sensitivity Syndrome when letters can ‘jump’ off the page. ( Understanding and Managing Dyslexia for Dummies 2009)
  •  Mixed dyslexia • Combination of visual and phonological dyslexia. • Severe deficits in reading, cognitive functions such as visual motor integration. Visual perception and working memory is short – only a few words can be remembered at a time.(Auditory memory) • Like phonological dyslexics, ‘ they make visual and derivation errors but they also make semantic errors (semantic paralexia) when they produce a word related in meaning to the target word instead of the target ‘ E.g. daughter = sister rose = flower ( Harley 2014 p.223 )
  •  Dysnomia • Semantic or naming –speed deficit. • Trouble finding the right word, even though they knew it before they can not always recall it. • Uses less appropriate word such as ‘thingy’ or a non-appropriate word.  Dysgraphia • Illegible , messy handwriting. Upper and lower case letters mixed, no punctuation. • Erratic spelling/drawing also problematic. (Understanding and Managing Dyslexia for Dummies 2009)
  • LEARNERS MAY HAVE DIFFICULTIES WITH.. Telling the time Spatial confusion – left/right Mathematical problems – times tables Following instructions Dialling the wrong phone number Organising folders/desk/work load Saying the days of the week or months of the year in order Writing ideas down on paper in a logical order Tying shoe laces or riding a bike
  • DYSLEXIA AND DIFFERENT LANGUAGES • Dyslexia is an international concern. • Dyslexia occurs in at least 10 % and probably up to 15 % of any population depending on the orthographic system, type and degree of dyslexia, aged assessed and sampling methods used. (Dyslexia International 2012) • Different languages use different principles to translate sounds into words and use different translations of what is dyslexia. ( Peer & Reid 2000)
  • REFERENCES BOOKS FIELD, J. (2003) Psycholinguistics: A resource book for students. Oxon: Routledge HARLEY, T. (2014) The Psychology of language from data to theory. East Sussex: Psychology Press KORMOS, J and SMITH, A. (2012) Teaching languages to students with specific learning differences. Bristol: Multilingual Matters KRUPSKA, M and KLEIN, C. (1995) Demystifying Dyslexia: Raising awareness and developing support for dyslexic young people and adults. London: London Language and Literacy Unit PEER, L and REID, G. (2000) Multilingualism, Literacy and Dyslexia: A challenge for educators. London: David Fullerton Publishers Ltd. REID, G. et al. (2009) The Routledge companion to dyslexia. Oxon: Routledge WOOD, T. (2009) Understanding and Managing dyslexia for Dummies. Chichester: John Wiley and Sons Ltd MEDIA (VIDEOS) • Http://www.Ncld.Org/types-learning-disabilities/dyslexia/what-is-it-like-to-be-dyslexic-videos [Retrieved 20/2/2014] IMAGES Available fromhttp://www.google.com/imghp [ Retrieved 24/2/2014]
  • ACTIVITY TO RAISE AWARENESS OF A SPECIAL LEARNING DIFFICULTY (SPLD) (ADAPTED FROM KORMAS & SMITH 2012) TEXT 1 COPY THE TEXT AS QUICKLY AS YOU CAN: This is a very easy exercise. Just copy these sentences down as quickly as you can, writing with the hand you normally use. How long does it take you?
  • TEXT 2 NOW COPY THIS USING THE HAND YOU DO NOT NORMALLY WRITE WITH, AS QUICKLY AS YOU CAN. Now copy this text as quickly as you can, writing with you weaker hand. Why is it so much harder?
  • TEXT 3 NOW COPY THIS TEXT AS QUICKLY AS YOU CAN. To jest bardzo proste ćwiczenie. Wystarczy skopiować poniższe zdania, tak szybko jak to tylko możliwe, w piśmie z ręki normalnie można wykorzystać. Jak długo to zajmie?
  • THINK ABOUT…..  How long it took you each time.  Did you employ the same strategies for copying text 3?  How much could you remember at a time?  Text 3 was Polish!  For dyslexic learners, that is how it feels to copy from the board .  Their working memory span is shorter. This is how it feels to write in L1. Imagine how it must feel to write L2?
  • DISCUSSION AND QUESTIONS Does Dyslexia exist in your country?  What is the attitude towards SpLDs?  Please take time to read your hand outs for extra information on dyslexia and your learners. Thank you…..Any questions ?