Teaching Children with Dyslexia A Practical Guide 1st Edition by Philomena Ott 0415324548 9780415324540

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ISBN 10: 0415324548

ISBN 13: 9780415324540

Author: Philomena Ott

Teaching Children with Dyslexia is essential reading for any teacher, Special Educational Needs Co-ordinator or teaching assistant who wants an insider’s account of what dealing successfully with dyslexia entails. Written by one of the most well-regarded practitioners in the field with over twenty-five years’ experience, this book is packed full with photocopiable exercises, activities and recommendations for resources, tests, teaching methods, advice and suggestions for strategies and techniques that are instantly transferable to classroom environments. This essential teaching companion includes chapters on: how to spot dyslexia screening and assessment tests why it does not have to be hell to learn to spell strategies for success for reluctant writers meeting the challenge of dyslexia in adolescence. Written specifically to bolster teachers’ confidence and empower them with the key to unlocking literacy problems in their most challenging pupils, this resource book should be on the shelf of every staff room.

Teaching Children with Dyslexia A Practical Guide 1st Table of contents:

Chapter 1 The really useful guide for parents, carers, teachers and professionals dealing with dyslexia and dyspraxia at home and in pre-school settings

What is dyslexia?

What are the early warning signs of SEN? Guidelines for concerned parents and carers

What should parents do when they are concerned about their child’s progress and when should they do it?

Who’s who of educational and healthcare professionals

What is the significance of early intervention for those with SpLD?

Extrinsic factors that may affect language acquisition

Medical problems

What speaking and listening skills do children need to function effectively?

Tests

Activities to help with sequencing and with fine and gross motor difficulties

What is dyspraxia (DCD)?

Tests

Terms and conditions to include in a happy family’s ‘homework treaty’

Websites for pre-school activities, homework and revision

Books

Summary and conclusions

Chapter 2 Why good home–school partnerships promote better relationships and further understanding of special educational needs

Practical implications of SEN legislation for parents, teachers and professionals

Provision in Scotland (www.dyslexiascotland.com)

Provision in Northern Ireland (www.nida.org.uk)

Provision in the Republic of Ireland (www.dyslexia.ie)

Provision in the United States of America (www.interdys.org/DA)

Provision in England and Wales (www.bdadyslexia.org.uk)

The implications of the Disability Discrimination Act (DDA) 1995 for those with SEN

The duties and responsibilities of maintained and independent schools arising from SENDA 2001

Example 5.23B

What are special educational needs?

Definition of a learning difficulty (COP, 2001)

What does special education provision mean?

A SEN parents’ charter of needs

The Parent Partnership Service

What do parents find useful to know about the school’s provision for SEN pupils?

What is a statement of special educational needs and what provision should it include? (adapted from DfES, 2001b)

The Special Educational and Disability Needs Tribunal

The implications of the Children Act 2004

Summary and conclusions

Chapter 3 Dealing with dyslexia and dyspraxia at home and in dyslexia-friendly schools and classrooms

The implications of gross and fine motor difficulties

Practical suggestions for developing and improving motor skills using a multi-sensory approach

Activities to develop shoulder muscles and strengthen upper arms and wrists (Adult instructions to the child are given in the bullet points.)

Activities to develop and strengthen wrists and hands

Activities to develop and strengthen fingers and hands as a precursor to handwriting and keyboarding skills

Why children need explicit teaching of handwriting skills and how to teach them

Guidelines for a ‘whole-school’ handwriting policy document

Provision for additional time

Guidelines for assessment and the implementation of access arrangements in National Curriculum tests

Guidelines for handwriting speed tests

12–16-year-olds (adapted from Allcock 1999b)

Suggestions for calculating words written per minute

7–13-year-olds

The issues and implications of writing speed for individuals

Key findings from a DfES-funded project which established pupils’ responses and needs in ‘dyslexia-friendly’ schools

Evidence and examples

Summary and conclusions

Chapter 4 Why does learning to read require explicit teaching?

Why do many individuals fail to learn to read?

Evidence of low literacy from international studies

Issues raised by the debate about reading standards

Government policy for teaching literacy in the UK

The National Literary Strategy (NLS, 1998)

Transatlantic evidence that the UK ‘reading crisis’ is not unique

What are the implications of low literacy?

Why do we still lack universal literacy despite compulsory education?

1 Social factors

2 Emotional factors

3 Cognitive factors – the intelligence quotient (IQ)

4 Behavioural factors

5 Physical factors

6 Constitutional factors

What is reading and why do some individuals fail to crack the code?

Research and theories about underlying causes of reading difficulties

The Rapid Automatised Naming theory

The double deficit theory

Evidence of the importance of phonemic skills, and what practitioners can learn from research studies with suggestions for teaching phonics

Evidence of the importance of phonological awareness, and what practitioners can learn from research studies with suggestions for teaching

1 Syllable awareness

2 Rhyme awareness

3 Phoneme awareness

Word recognition tests

Reading accuracy tests/reading comprehension tests

Diagnostic reading tests

Hallmark features of dyslexia in reading

Background to the debate about IQ and its significance for diagnosis and provision for children with SEN

Tests of cognitive ability used by specialist teachers for assessment

Tests of cognitive ability used by psychologists for assessment

Verbal sub-tests

Information

Similarities

Arithmetic

Vocabulary

Comprehension

Digit span

Performance non-verbal sub-tests

Picture completion

Coding

Picture arrangement

Block design

Object assembly

Symbol search

Explanations and hypotheses for poor performance in the following sub-tests

Information

Arithmetic

Digit span

Coding

Word definitions

Verbal similarities

Matrices

Quantitative reasoning

Recall of designs

Pattern construction

Recall of objects – immediate verbal

Recall of objects – immediate spatial

Recall of objects – delayed verbal

Recall of objects – delayed spatial

Speed of information processing

Recall of digits forward

Recall of digits backwards

The discrepancy factor

Degrees of dyslexia

What is the significance of IQ scores for individuals and what are the implications for their teachers?

Theory of multiple intelligences: its implications in the roll of honour of successful and talented dyslexic people

Roll of Honour of successful talented dyslexic people with evidence of multiple intelligences

1 Visual/spatial intelligence

2 Musical/rhythmic intelligence

3 Interpersonal intelligence

4 Intrapersonal intelligence

5 Logical/mathematical intelligence

6 Bodily/kinaesthetic intelligence

7 Verbal/linguistic intelligence

8 Naturalistic intelligence

Summary and conclusions

Chapter 5 The theory and processes involved in teaching reading: suggestions for closing the gaps in reading attainments

Timeline of significant events, influential publications and reading resources (adapted from Morris, 1984)

How do good readers read and what lessons can be learned from their experience?

A review of Chall’s ‘essential principles’ for successful teaching of reading using the ‘code emphasis’ (phonics) method

A review of Goodman’s principles for teaching reading using the ‘meaning emphasis’ (‘whole language’) method

A review of Adams’s findings about reading processes and instructions for teaching reading

Orton–Gillingham principles: multi-sensory teaching methods

What do teachers need to know and do to deliver a well-balanced reading diet?

The significance of the different developmental stages when learning reading

Look-and-say: the ‘whole word’ recognition reading method

The ‘code emphasis’ phonics method: suggestions for resources to develop phonic skills, including reading books

Resources for teaching phonics

Suggestions for choosing phonic reading books

The ‘whole language’ or ‘meaning emphasis’ method

The rough guide to helping reluctant readers become accurate, fluent and confident

Suggestions for calculating the readability of a text

The SMOG readability formula – simplified (from BSA, undated)

The Text Checker to establish readability

Physical factors for consideration

Summary and conclusions

Chapter 6 Why spelling is often a major stumbling block for dyslexic children and what to do about it

How do we account for the way we spell in English?

Attempts to reform and simplify spelling

Will electronic spelling forms ever become the norm in formal writing?

The implications of poor spelling from historical and current perspectives

Are there differences in individual spelling abilities?

Stages in the development of spelling skills

Using spelling errors as a ‘magnifying glass’ to help understanding of dyslexia

Different categories of tests

Informal spelling tests

Standardised spelling tests

Category 1

Category 2

Category 3

Category 4

Spelling Test to Evaluate Phonic Skills (STEPS)

Pupil’s test form

Instructions for use

Spelling Test to Evaluate Phonic Skills (STEPS)

Evaluating spelling used in spontaneous writing

Spelling error analysis and its significance for diagnosis and assessment

Scientific research evidence of specific spelling difficulties

Do dyslexic children’s spellings differ from those of normal spellers?

Can spelling errors be classified? What are the practical implications of this information when teaching?

What skills and strategies do good spellers use and what do all spellers need to know?

Phonological skills

Visual skills

Analogy

Applying spelling rules

Mnemonic devices

Rhyme and rhythm

Spelling rules and spelling conventions

Syllables

Semantic skills

Does it matter what methods are used to teach spelling to dyslexic pupils?

An overview and rationale for the most frequently used spelling methods

1 Visual inspection methods

2 Horn’s look-say-cover-write-check method

3 Fernald’s method

4 Simultaneous oral spelling (S-O-S) method

5 Neuro-linguistic programming (NLP) method

The rough guide to teaching and learning spelling rules and conventions

The seven seriously super suffixing rules (Ott, 1997, 2007a, 2007b)

1 The one-one-one rule

2 The lazy ‘e’ rule I

3 The lazy ‘e’ rule II

4 The lazy ‘e’ rule III

5 The ‘y’ rule I

6 The ‘y’ rule II

7 The ‘y’ rule III

The horrible homophones (Ott, 1997, 2007b)

Why syllables and syllable division strategies are great allies for spellers

Key terminology

Summary and conclusions

Chapter 7 Strategies for success for writers: tricks of the trade and hints galore to lighten the load for dyslexic and dyspraxic writers

Teaching writing skills

Timeline of influential international developments for teaching writing, with a synopsis of best practice for learners

The role and contribution of word-processing to literacy

Stepping stones to make a framework of underlying skills

What stumbling blocks obstruct poor writers and cause specific challenges?

Code of practice for good essay planners

The major approaches to planning

1 Written plans which are traditionally written down in note form

2 Graphic plans

Cause and effect

Order of events

Main points of the story

Orbit

Tree diagram

Story board

Mindmaps

Hints and suggestions for using graphic organisers for genre theory (adapted from Moline, 2001)

Drafting

Review and revise

Practical suggestions for proofreading with the C-O-P-S strategy

How do teachers assess writing skills and mark writing assignments?

Marking Key Stage 2

Long writing test

Short writing test

Marking Key Stage 3 Extended Writing

Guidelines for teachers when marking narrative text

Guidelines for helping apprentice writers

Top twenty tips for successful writers

Genre theory for non-fiction writing

The main non-fiction genres

Factsheets with guidelines for teaching the main non-fiction genres to pupils with SpLD

Persuasive writing

Suggestions for using writing frames as scaffolds

Ways and means of awakening and fostering children’s interest in poetry

Toolbox of nuts and bolts for apprentice poets

An A–Z of poetry forms

Handy hints for budding poets

Useful tips when writing poetry

Key points for consideration when drafting, editing and revising poetry

Structural issues

Guidelines for writing a personal response to a poem

Hints on writing answers to poetry questions (adapted from Evans and Lodge, 1999)

A spectrum of underlying causes of writing difficulties

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