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Dyslexia staff hui slide show

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Transcript

  • 1. DYSLEXIA
    • What is Dyslexia?
    • Classic characteristics
    • So What Can I Do?
    • Where can I find more information?
  • 2. DEFINITION
    • Dyslexia is a specific learning preference which is constitutional in origin (part of the child) and which, for a given level of ability, may cause unexpected difficulties in the acquisition of certain literacy and numeracy skills.
    • A simple definition...............
    • Children who think and talk faster than they read, write and spell.
    • * ACTIVITY
  • 3. CLASSIC CHARACTERISTICS
    • Phonological processing difficulties
    • Variable performance
    • Poor retention of previously learned reading and writing skills
    • Unexpectedly poor output for considerable effort
    • Does not recognise familiar words
    • Difficulty with sequencing and with retaining a sequence over time, eg. has the right letters but in the wrong order or days of week etc.
    • Problems pulling out the answers and articulating it
    • Reads slowly and consistently makes decoding errors
    • Frustration or task avoidance of text tasks-class clown
    • Poor handwriting with reversals
    • Unsure of hand preference
    • Difficulty following instructions
    • Slow processing
    • May develop compensatory skills
    • Can have strengths in almost any other area that is not primarily literacy based
    • May develop great persistence and perseverance
    • Enjoy helping with chores or physical activities
    • Strengths is creativity and higher level thinking processes
    • Visual-spatial strengths
    • Famous Dyslexics
    • Thomas Edison
    • Albert Einstein
    • Alexander Graham Bell
    • Leonardo DaVinci
    • Pablo Picasso
    • Tom Cruise
    • Robin Williams
    • Whoopi Goldberg
    • Orlando Bloom
    • Cher
    • John Lennon
    • Difficulties
    • Strengths
  • 4. FOOD FOR THOUGHT
    • Teaching harder does not work, we need to teach differently
    • Multi-sensory tasks and activities wherever possible – Mike Scadden P.D
    • Differentiate by outcome as well as task
    • Success at school for dyslexic students should not depend on their being lucky enough to have a dyslexia-aware teacher
    • Dyslexics think differently. They think in pictures rather than words.
    • They prefer to receive, process and present information orally or visually rather than via the written word
    • Early detection is crucial
  • 5. SO WHAT CAN I DO???
    • “ NOTICE AND ADJUST”
    • Close observation of students who are having difficulty learning via traditional methods
    • Create Parent Partnerships
    • Screen for dyslexia if necessary (4% of the 10% of estimated dyslexics will need more than the adjustments to the class programme)
  • 6. “ ADJUSTING” TEACHING
    • http://www.4d.org.nz/virtual/
  • 7. WHERE CAN I GET MORE INFO? http://www.4d.org.nz/school/download.html http://www.4d.org.nz/school/4d_main.html http://www.4d.org.nz/edge/ - watch video clips from Neil Mackay’s seminars http :// www.dyslexiafoundation.org.nz/index_flash.php
  • 8. A QUICK BRAINSTORM