Teaching languages to people
assessed as dyslexic: a study in
brain activity
John Bald
Presentation Copyright © John Bald 2007
johnbald.typepad.com/language
Brain cells and connections
(from The Learning Brain, Blakemore and Frith, 2005)
As we learn, brain cells form connections with
each other that build into chunks and networks.
These connections are strengthened with
practice.
The brain adapts itself to
different languages
Reading Aloud in English and Italian, evidence from brain scans
•
•
•
Left: reading system of English and Italian combined
Centre: sound processing more active in Italian
Right: word form area more active in English
(fromThe Learning Brain, Blakemore and Frith, 2005)
As we learn a new language…
• We add to and adapt the structures formed in
our brain as we learned our first language
(Professor Suzanne Flynn, MIT. My interpretation of her
research, details on MIT website.)
• These structures influence the way we learn the
new language, both the parts we find easy, and
the errors we make
• The structures of English make it harder for
English speakers to learn a new European
language than it is for speakers of other
European languages.
Learning difficulties interfere by:
• Slowing down language processing
• Making it harder to cope with irregular features
• Sapping confidence and motivation
Children assessed as dyslexic typically
• Find spelling even harder than reading
• Find it difficult to maintain sequence in sounds
they don’t understand
• Find it difficult to discriminate clearly between
sounds in the new language
Problems similar to those indicated by
dyslexia include
• Sensitivity to light, which affects how clearly
children can see print, and hence read. This is
also a major cause of headaches.
• Taking shortcuts in speaking which reflect the
language children hear from day to day
•
Not understanding the detail of written
language, and how it contributes to meaning
We tackle all of these problems by:
• Not going faster than children can understand
• Explaining the new language clearly
• Recognising tasks that are likely to cause
problems and redesigning them
• Starting young
ICT helps by…
• Allowing us to present spoken language flexibly, in context,
and at a pace children can understand
• Providing a bridge between spoken and written language, so
that both can be taught together
• Allowing children to communicate with each other, and to
enjoy the prestige of using the new technology. See
joedale.typepad.com
• Giving children new opportunities for practice
Some Useful Programs…
•
•
•
•
•
•
•
Clicker 5 + Acapella Speech Engine.
www.cricksoft.com
Zim Zam Zoom www.taughtbysong.com
Little Tails www.beelingua.com
Pilote Moi www.ketv.co.uk
Mon Ane www.tlp.co.uk
Red Herring www.rm.com
Sonica Spanish www.rm.com
Sentence Modelling…
•
Presents new structures clearly and simply
•
Extends opportunities for study, explanation and questions
•
Lets children compose written sentences as they do spoken ones,
•
Eliminates the to-and-fro brain switches involved in copying
•
Letting us teach written and spoken language together
•
Allows children to say what they want to say
•
Lets us present advanced language clearly and flexibly
•
Raises achievement in reading and writing
•
Is easy to use
Additional Teaching Techniques
•
Matching, selecting, naming words and phrases
•
Using screen dumps from Clicker for sentence building
•
Tracing with the finger – large movements – in preparation for writing
•
Providing a supportive context for listening activities at all times
•
Telling and retelling simple stories
•
Keeping learning personal by enabling children to say what they want to
say
•
Language Master (Drake Educational Associates), with large cards
Year 7, boy assessed as dyslexic
Year 7, girl, assessed as dyslexic, before
sentence building work
Year 7, girl, assessed as dyslexic, after six
weeks’ sentence building work
Year 4, higher-attaining girl