Appendix 1:
Maps ( either drawing a
map or highlighting a route
on a map)
Tree Diagram
A picture or
Diagram
Flow
Diagram
Examples of possible ways of re-interpreting information:
Venn Diagram
Strip Cartoon
Network Analysis
or
Decision Tree
Pie Charts
and Graphs
A Table or
Chart
Attribute
Matrix
Timeline
1975
80
85
90
95
00
05
Appendix 2:
Learning Styles
Characteristics
Visual
 mind sometimes strays during verbal activities
 observes rather than talks or acts
 organised in approach to tasks
 likes to read
 usually a good speller
 memorises by seeing graphics and pictures
 not too distractible
 finds verbal instructions difficult
 has good handwriting
 remembers faces
 uses advanced planning
 doodles
 quiet by nature
 meticulous, neat in appearance
 notices detail
Auditory
 talks to self aloud
 enjoys talking
 easily distracted
 has more difficulty with written directions
 likes to be read to
 memorises by steps in a sequence
 enjoys music
 whispers to self while reading
 remembers faces
 easily distracted by noises
 hums or sings
 outgoing by nature
 enjoys listening activities
Kinaesthetic
 likes physical rewards
 in motion most of the time
 likes to touch people when talking to them
 taps pencil or foot while studying
 enjoys doing activities
 reading is not a priority
 poor speller
 likes to solve problems by physically working
through them
 will try new things
 outgoing by nature
 expresses emotions through physical means
 uses hands while talking
 dresses for comfort
 enjoys handling objects
Teaching Tips
Visual
 guided imagery
 mental pictures
 note taking
 words within words
 cue words
 colour coding
 study cards
 pictures
 photographs
 TV
 charts
 graphs
 maps
 exhibits
 lip reading
 acronyms
 visual chains
Auditory
 audio tapes
 TV
 music
 chanting
 rhymes
 poems
 reading aloud
 listening
 oral repetition
 talking to self
 adding rhythm
 oral directions
 sound out words
 syllabification
 word links
 lyrics
Kinaesthetic
 move to study
 physically "do it"
 repeated motion
 breathe slowly
 role play
 exercise
 dance
 write
 write lists to learn
 stretch/move
 drama
 mime
 rhyme
from Support for Learning – Dyslexia
(The City of Edinburgh Council)
By Courtesy of East Ayrshire and taken from the Edinburgh City Dyslexia Guidelines as devised by Moira Thompson.
Appendix 3:
EAL or Other Additional Support Need?
Hypothesis Approach
Lack of Response
Has the child had less than six month’s exposure to English?
Yes
Language Support
No
Does he respond positively through body language/physical actions?
Yes
Language Support
Yes
Language Support
No
Is the teacher’s language at an appropriate level for the child’s stage
of English?
No
Support for an Additional Support Need
Problems with Listening
Is the teacher’s language at an appropriate level for the child’s stage
of English?
Yes
Language Support
Yes
Language Support
Yes
Language Support
No
Is the content of the discourse culturally unfamiliar to the child?
No
Can the child listen well in his First Language?
No
Support for an Other Additional Support Need
Difficulty with Oral Expression
(Expressing preferences, asking questions…)
Has the child had less than two year’s exposure to English?
Yes
Language Support
No
Does the classroom situation feel threatening to the child?
Yes
Language Support
Yes
Language Support
No
Are the child’s “incorrect” structures part of the normal Second
Language learning process?
No
Are the child’s “incorrect” structures influenced by those in his First
Language?
Yes
Language Support
No
Can the child use his First Language for a range of language functions
appropriate for his age?
Yes
Language Support
No
Support for an Other Additional Support Need
Inadequate Progress Across Curriculum
Are explanations/instructions in English too advanced for the child’s
stage?
No
Yes
Language Support
Does the child understand tasks when they are language free and
there is visual support?
Yes
Language Support
No
Is the child capable of understanding the task when it explained in his
First Language?
Yes
Language Support
No
Has the child missed the stages leading up to the task in hand? (Has
he come from a different school system?)
No
Support for an Other Additional Support Need
Yes
Language Support
Slow Progress in Reading
Does the child lack sufficient English vocabulary?
Yes
Language Support
No
Has the child experienced only a little exposure to text in English?
Yes
Language Support
No
Has the child had insufficient time to progress through and assimilate
the stages of learning to read?
Yes
Language Support
No
Are the books unsuitable for a bilingual learner due to cultural
unfamiliarity with the content or idiomatic language?
No
Support for an Other Additional Support Need
Yes
Language Support
Difficulties With Writing
a)
Handwriting
Is the child unfamiliar with English script?
Yes
Language Support
No
Has the child experienced little or no formal schooling?
Yes
Language Support
No
Might difficulties with letter formation or left/right orientation be
influenced by the First Language?
No
Support for an Other Additional Support Need
Yes
Language Support
Difficulties With Writing
b)
Writing for a variety of purposes
Does the child have a general difficulty orally?
Yes
Language Support
Yes
Language Support
No
Can the child sequence events and ideas orally?
No
Are the child’s difficulties related to word order?
Yes
Language Support
No
Are the child’s spelling mistakes consistent and showing awareness of
spelling patterns in English?
No
Yes
Language Support
Is the child’s vocabulary and grasp of idiom in English significantly less
than his peers?
Yes
Language Support
No
Is the child able to write at a level appropriate to his age in his First
Language?
Yes
Language Support
No
Support for an Other Additional Support Need
Behavioural/Emotional/Social Difficulties
Is the child confused as experiencing a new culture?
No
Yes
Language Support
Has the child only had a short experience of school life?
Yes
Language Support
No
Has the child come from a school with very different expectations?
Yes
Language Support
No
Might the child’s inability to express himself orally cause frustration?
Yes
Language Support
Yes
Language Support
No
Is the child reacting against demands/activities alien to his religion?
(drawing faces, the eating of certain foods….)
No
Is pressure on the child to respond orally causing anxiety?
Yes
Language Support
Yes
Language Support
No
Is the child unhappy or behaving inappropriately because of racist
attitudes?
No
Are the tasks chosen to meet the child’s language level failing to
match the child’s level of cognitive development?
Yes
Language Support
No
Support for an Other Additional Support Need
Adapted from BLSS Portsmouth by courtesy of Viv Macmillan, EAL Support Teacher, The Highland Council