IMSLE Theory, Day Two

19 April Tuesday

Balanced literacy puts too much pressure on visual skills.

Steps in Reading - whole language approach starts with meaning first, ignoring the need for recognising the letters of the alphabet. MSL begins with recognising sounds and letters of the alphabet, then including meaning etc.

Phonics debate

Review Day 1

Task of reading

Eyes

Letter sounds

Grapheme to phoneme

String across and blend sounds into words

Pull out spoken word

Attach meaning

Accuracy fluency moving to automaticity

26 letters to learn, 44 phonemes Students must learn to recognise symbols and apply to sound

Whole language puts pressure on visual memory

Spelling puts pressure on auditory - encourage students not to dumb down language choice because of spelling. Encourage phonetic spelling, increase vocab ability

Automaticity frees up space in the brain to make meaning

Dyslexia - Students often have high listening comprehension and poor Decoding.

About 80% of students who fail to read have low decoding skills.

Phonemic awareness is the ability to hear, perceive, isolate and blend, speech sounds in the spoken word.

Best time to learn is Year 0/1

English follows the Alphabetic principal

Is 90% regular so up to us to teach the irregularities

Phoneme - smallest unit of meaningful sound. Needs to be crystal clear

Morpheme - smallest meaningful unit of meaning

Grapheme - smallest unit of symbol

Spelling, hardest skill. Highest cognitive load, motor cortex, auditory code, choice, location and directionality.

Survey

Dyslexia is rare F 1 in 5 ASD 1 n 62 80-90% of students with dyslexia often have connections with something else - ASD

Individuals with dyslexlia have low ability and will not succeed in life F encapsulated with other things. Written language is where they struggle only. Need to find other ways to help them. Look after self esteem and support students mental health. Equal opportunites to learn. Equitable education requires accommodations and adjustments.

Individuals with dyslexia are learning disabled F/T its a difference not a disability. They can still learn to read. So part of the Disability law, making it T also. Difference in literacy only.

It is difficult to profile/diagnose dyslexia F it is actually a simple test. 4 tests you can do. Decode, encode, phonemic awareness, single phoneme to grapheme. difference between profiling and diagnosis. Diagnosis can support by highlighting students strengths, such as verbal reasoning. We need to use those strengths as teachers.

Reading difficulties disappear with age F life long dyslexic. Might be able to remediate readng but not spelling. Some difficulties with remediating fluency (Lucah)

Dyslexia involves those who reverse letters and numbers F reversal is dysgraphis. Normal process of the brain learning spatial awareness. Flipping Stanislas Deheane (French) after 8 generally

Dyslexia is caused be parents who don’t read to children F if they are not reading they will start losing vocabulary. Audio books, brain waves equal with being read to. Way to increase vocabulary

Dyslexia can’t be identified until Year 3 age 8 F we can identify from age 5 those at risk with phonemic awareness and vocabulary. Check those at school entry and start intervention immediately. Start interventions before 8 their outcomes improve massively.

Dyslexia can be treated T can remediate and get them reading but it is lifelong.

The Explosive child - Ross W Green Phd - rephrasing negative speech support for parents/teachers

Tutorial 4: Defining Dyslexia

A Neurological Framework

Dys - difficulty lexia - words Difficulty with words

The main concern for people withdyslexia is literacy developmentand the ability to acquire and use written language in order to learn.

Tutorial 5: Dyslexia

Chn will label themselves as stupid or dumb. So give them the label dyslexia so they can identify themselves

Dyslexia is described by well-regarded research organisations as a deficit, or a great challenges, of the phonological system (sounds). Dyslexia can also affect the eidetic system, which is the ability to see letters and words in the ‘mind’s eye’, and the verval short-term and working memories. Aspects of sequential processing, direction adn mathematics can also be affected.

Eitdetic - the ability to recall the total visual gestalt of a word and match it to a spoken word.

Dyslexia Subtypes. 2 main types

Phonological Dyslexia (Developmental- students find it hard to match individual sounds with written symbols)
Surface Dyslexia (eidetic)

And a third Dysgraphia

Phonological Dyslexia - difficulty cracking the code. Easy Spelling App (microphone image)

Surface Dyslexia

Dysgraphia

Writing is important because it is part of orthographic mapping

Activity check

Series of number activities

Numbers repeated back - increase numbers. Where is falls over is the limit of your working memory

Repeat a series of numbers again

Challenge - Say it backwards - that’s using your working memory.

Support for struggling students in Maths

Steven Chinn
Brian Butterworth
Ronit Bird
Paul Swan (australia) Maths teaching textbook. importance of mathematical language. Games with playing cards, dominoes and dice
Maths U See
Marilyn Zecher

Cognitive Challenges -

Most of us can work with up to 5 things in working memory. Dyslexic - 2 things

Memory

Easy spelling app for Brock - voice his sentence and it types. He can then copy it himself into his book.

Printing brainstorm on the board for those students that need it. THey then highlight the keywords for themselves and put them into sentences/story.flow chart

Automaticity

Tutorial 6. Dyslexia and the brain

Dylsexic brain, language centre is on the left hand side, but not being accessed. Most activity is in the right hand side, only a little on the left - not activating the language centre.

Albert Galaburda

Dyslexia and Reading instruction - research findings in the field of cognitive science agree that individuals with dyslexia can learn to read, spell and write well, they just need a cognitive language-based, direct, explicit, structured and systematic approach. MSL

Tutorial 7: Theory to Practice

Broco’s area - speech. Need speech to light up the phonological processing area.

Need the activity in the phonological area to open/light up the orthographic processing area.

Need to build the indirect route in order to get to the direct route.

Anne Castles and Max colheart - dual route

Teaching needs to be

direct and explicit - I do, we do, you do
Systematic - learning is logical
Intense - what words do my students need
accumulative phonics instruction - its a code
Instrucaitonal teaching groups - will need to send decodables home as they have a structured text. But one -to-one teaching move to regular text as soon as possible. Incentive and engagement is crucial