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Dyslexia: A way of processing and thinking.
Webinar key reflections:
Many students have difficulties with the connection between learning and information processing
Can and does affect short term and working memory, verbal ability, Auditory processing and Phonological awareness and processing speed.
Secondary school implications: Special Assessment Conditions can be utilised.
Orthography: spelling rules. Spelling rules need to be taught. Giving students lists to learn will work for some students, not all.
Dyslexia forms part of the neuro diversity umbrella
Importance of structured literacy approach to teaching - explicit structured phonology and orthography (spelling rules)
YR 1 -3 is significant - learning speech to print connections
Skills required for speech -print = phonological awareness, mapping letters to sounds and specific teaching instruction.
Key teaching idea's to support students with Dyslexia or Dyslexic tendencies:
Task boards. Suggestion is: All MUST / MOST SHOULD / SOME COULD to offer choice /differentiate content
Bigger print / font
Allow students to show learning using illustrations / Mindmaps / Flow charts / storyboard
Set up a scribe
shared writing opportunities
Alternative evidence of learning
Buddy the student up
Provide pictures to support the text
Promote mana raising strategies to preserve self belief at all times
What resources and tools have helped students in my context?
National Library books on request with larger print
Some digital tools can be supportive such as certain features of Google Read /write
Nessy screening tool
Stick -it notes to assist with organisation
Student taking a photo of the working on the whiteboard
Meeting with National Library Schools facilitator, Auckland. Week 1, Term 3.
RTLB initiating a project in liaison school to support the school librarian (teacher) to access suitable reading material for a focus student and across school.
Nessy Screening showed four students in a Year 5 /6 composite ILE had Dyslexic tendencies. One student had been assessed privately as being dyslexic and finding writing challenging.
The project was interrupted by a Covid lockdown. Students all had a loan RTLB Chrome book and headset and were taught to use the features of Google Read and Write.
Some preferred to type and some preferred to use Voice -Text. At the end of the project, we invited whānau into school one afternoon. After a brief introduction, the students led the session, showing their families what they had been doing and either reading their own writing or using the Play Back function to enable their parents to listen.
On the back of the presentation, A.T applications were completed .
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