1. Dyslexia Action
Summer Conference
Thursday 28th June 2012
Empowering the 10%
Tina Horsman
Victoria Matthews-Patel
training@dyslexiaaction.org.uk
2. “If Britain is to recover
economically it has to invest in
the whole of its workforce not
just the young”
Alan Tuckett, NIACE Chief Executive
training@dyslexiaaction.org.uk
3. ".... so, teaching adults is
dead easy. All you have
to be is an empathetic,
sympathetic, highly
organised, well-planned,
praising, praiseworthy,
encouraging,
knowledgeable, comedic
manager with decent
presentation skills. It‟s a
piece of cake....“
(Corder, 2002, p. 27)
training@dyslexiaaction.org.uk
5. “In the UK, a selective difficulty in
acquiring a skill is referred to as a
“specific learning difficulty.” The
term learning difficulty makes it
clear that the skills must be learnt,
specific means that the difficulty
occurs in a restricted domain.
Dyslexia is one of the best known
and best understood examples of a
specific learning difficulty…”
(Hulme & Snowling, 2009, p. 2)
training@dyslexiaaction.org.uk
6. “Slow reading acquisition has
cognitive, behavioral, and
motivational consequences that
slow the development of other
cognitive skills and inhibit
performance on many academic
tasks. In short, as reading
develops, other cognitive
processes linked to it track the
level of reading skill… Reading
affects everything you do.”
(Stanovich, 1986, p. 390)
training@dyslexiaaction.org.uk
7. … she seems in a world of her own… her
work is peppered with clerical errors.
training@dyslexiaaction.org.uk
9. Bad Apples And The Performance
Equation
training@dyslexiaaction.org.uk
10. 1. Why is John having such
problems using spread-
sheets?
2. Is John experiencing any
difficulties with his computer
screen?
3. Is his transposition of
numbers symptomatic of a
deeper problem?
4. Should I talk to John to see
how things are from his
perspective?
5. Am I part of the problem or
part of the solution?
training@dyslexiaaction.org.uk
11. If we take a „widely
realised‟ view (Wilson
2001), we look at the
attributes of a person, the
details of performance and
the operating environment.
Such appraisals should get
us much closer to a true
understanding of the
situation and the person in
that situation.
training@dyslexiaaction.org.uk
12. “I find that my early educational
experience comes back to
haunt me on bad days. When
experiencing a problem
especially if comments are
made by observers I can at
times experience a kind of
emotional flashback of
particularly painful and fearful
classroom experiences....”
(Miles & Varma, 1995, p.112)
