Overview

• Alastair Fairfull- who am I?

• This Session-
– Introduction
– What’s Dyslexia
– Strengths and weaknesses
– Simulation Test
– Role and Responsibilities of the SNO
– Teaching Suggestions
– Successful Dyslexics
An Introduction to Dyslexia

Greek term:
• It means difficulty(dys) with
words (lexis)
• Also known as Specific
Learning Difficulty (SPLD)
 What’s Dyslexia?
• A neurological- based specific learning difficulty
that is characterised by difficulties in one or
more of reading, writing and spelling.

• Accompanying weaknesses may be identified in

areas of language acquisition, phonological
processing, working memory, and sequencing.

• Occur in learners with normal intelligence.

 What Causes Dyslexia?
• Many theories but no consensus on
the exact cause- neurological based.
• Research confirms that it can run in
the family
• More common in males than females
(4:1)
 Areas of Weaknesses
Language Acquisition
• There is evidence to suggest that dyslexics have
difficulty learning additional languages.
Phonological Processing Difficulty
• Most common difficulty in dyslexics
• Difficulty in learning the relationship between letters
and sounds.
Working Memory
• Poor ability to hold information in their short term
memory
• May affect mental arithmetic, remembering long list
of instructions, learning phonics and developing
vocabulary
Sequencing
• Problem sequencing letters and sounds
 Areas of Strengths
• Good reasoning skills
• Creative
• Think in big picture and multi-
dimensional way
• Visual and kinaesthetic learners
 Indicators of Dyslexia
General
• Poor processing speed for spoken
and/or written language
• Poor concentration
• Difficulty following instructions
• Forgetful of words
 Indicators of Dyslexia
Written work
• Poor standard of written work compared
to oral ability
• Poor penmanship
• Messy work with many cancellations
• Letter reversals
• Inconsistent spelling of the same word
• Letter confusion
• Unusual sequencing of letters or words
 Indicators of Dyslexia
Reading
• Slow, inaccurate or labored oral reading
• Difficulty in blending letters together
• Difficulty in establishing syllable division
• Strange pronunciation of words
• Expressionless reading
• Deletion/addition of words
• Failure to recognise familiar words
• Poor comprehension of text
 Indicators of Dyslexia
Numeracy
• Number order and/or symbols
confusion
• Difficulty with information in
sequential order
• Difficulty in memorising formulae
• Find mental arithmetic at speed very
difficult
 Indicators of Dyslexia
Time
• Difficulty learning how to tell time
• Poor general awareness of time and
time-keeping
• Confuse concept such as yesterday,
today or tomorrow
• Poor personal organisation
 Indicators of Dyslexia
Behaviour
• Employ work avoidance tactics
• Tend to dream in class
• Easily distracted
• Disruptive or withdrawn
• Show excessive tiredness
Simulation Test
 Have a go.
The big brown fox had no dinner.
Such was the quality of his existence
 Approach to learning
• As learners with dyslexia are often “whole
picture thinkers” ,they need to know how their
new learning fit in with what they already
know.
• They often have excellent visual – spatial
skills, and like to attach information to images
• They learn best through multisensory
approach
 Role and Responsibilities
• Provides specialized remediation in
withdrawal setting
• Provides in-class support
• Screening of at –risk pupils using
Dyslexia Screening Kit (Junior)
• Sets Individualised Education Plan
 Role and Responsibilities
Remediation Programme
Based on Orton-Gillingham approach to reading
instruction (wikipaedia):
• Language based
• Cognitive
• Structured, sequential and cumulative
• Simultaneously Multisensory
• Diagnostic and prescriptive
• Emotionally sound
 Role and Responsibilities
In-class Support
• Remind/prompt pupil to stay on-task, pay
attention and participate
• Help pupil to follow class routine
• Help pupil to understand lesson content
• Withdraw pupil for time-out if disruptive
• Communicate pupil’s need to teachers
 Role and Responsibilities
Screening Test (Dyslexia)
• BDA recommendations
• Collect supporting documents including
work samples, checklist or other informal
assessment done
• Work closely with EP, LSC, teachers
 Role and Responsibilities
• Provision of skill training to pupils
• Provision of peer training and support
• Communicate with parents of child’s
progress
• Prepare teaching and learning resources
• Share/discuss with teachers about
strategies, support and creating a special
needs friendly environment for the pupils
 Pre-Screening Procedures
• Get samples of pupil’s work
• Issue teacher and parents checklist
• Issue consent form to parents for
approval to conduct screening
• Dyslexic at risk will be referred to
EP
 Teaching Suggestions

• Sit the child in front

• Provide structure of lesson in advance
• Instructions should be sequenced clearly.
Do not give too many instructions at once.
• Avoid giving instructions while pupils are
reading or copying.
• Get pupils to use highlighters to highlight
key points
• Provide time to think, organise and
complete
 Teaching Suggestions
• Provide positive feedback
encouragement and praise to boost self-
esteem
• Involve peers who are:
-mature
-helpful and sympathetic
-willing
-able to work within capabilities
 Successful Dyslexics
Leornardo da Vinci
Believed to suffer from
dyslexia & ADD. He wrote his
notes backwards, right to
left in mirror image and his
manuscript contain many
spelling errors characteristic
of dyslexia

Thomas Edison
Was thrown out of school at
12 because he was thought to
be dumb. Terrible in maths,
words and speech and unable
to focus.
 Successful Dyslexics
She remembers
being called dumb
and stupid because
she had a lot of
problems reading.
She went on to be
nominated for an
Oscar…
Whoopi Goldberg