Dyslexia
John Keenan j.keenan@worc.ac.uk
Los
Understand more about dyslexia
Improve knowledge of strategies to help a dyslexic person
We are all disabled
What labelled disabilities
are there?
Bipolar
ADHD
Autism
Dyslexia
Sensory
Dyspraxia
•Self-fulfilling prophecy
•Rosenthal and Jacobson (1968)
•Pupils with learning difficulties (Good and Brophy, 1984)
Teacher smile at them less often; they call their names to answer a
question less often; they demand less work from them
20% - learning difficulties
physical, sensory, emotional, behavioural
Cited in Doyle, 1996: 72
Dys
Lexicos
‘Dyslexia is a specific learning difficulty of
neurological and biological origin that is most
often characterized by a significant discrepancy
between measures of working memory and
reasoning ability together with a weakness in the
speed of processing information that may be
manifested through weaknesses in a variety of
educational attainments, particularly literary
skills, as well as everyday tasks’
Lawrence, 2009: 38-39
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Opposing hand up and say the third word of the
question backwards
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What does it pay for 21+?
How many hours per week?
What’s the closing date for applications?
When are they interviewing?
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Leftrightleftrightleftright…
• Port is left starboard is right
• Port has a green light, starboard has a
red light
• Dexter is right, sinister is left
What do you already do for dyslexic
pupils?
Support strategies
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Write down main points
Use pictures, flow-charts, mind-maps
Colour all crucial information on the walls
Practical/kinaesthetic work
Interact one-to-one
Signpost topics and key points
Allow students time to absorb information.
Use recorders
Always give out homework instructions ready printed
VAK
‘primacy and recency’ rule
Use a font without serifs; Arial or Comic Sans.
Print some copies on blue and cream paper.
Your score out of 13?
History of dyslexia
Kussmaul 1877 – word blindness
Berlin 1877 – dyslexia
Hinshelwood 1895 – congenital
Norrie 1938 - organisation for dyslexic people
Miles and Miles 1990 Dyslexia: A Hundred Years On
‘It is illogical for a person to say, ‘My child
cannot read because he is dyslexic’...It tells us no
more than saying a person is bleeding badly
because he has a haemorrhage or that someone
has a high temperature because they are feverish.’
Doyle, 1996: 69
Pumfrey and Reason (1998) 11 definitions
Rice and Brooks (2004) 40 definitions
Cited in Mortimore, 2008: 50
‘It seems to be a natural human phenomenon to
want to classify events and concepts and then apply
labels to them....the use of the label ‘dyslexia’
should present no problems just as long as it is
understood that it may describe a variety of
behaviours...it remains a challenge to educate the
public regarding the concept of dyslexia’
Lawrence, 2009: 139-140
Alexia
Auditory dyslexia
Deep dyslexia vs Surface dyslexia (rules)
Dysphonetic dyslexia
Graphemic processor dyslexia
Hyperlexia (speaking)
Morphemic dyslexia
Semantic processor dyslexia
Strephosymbolia (mirror)
Visual processor dyslexia
Doyle, 1996: 70-71
Phonemes
Grigorenko (1977) Chromosomes 6 and 15 linked to a weakness in
phonological awareness
Lateralization
McLoughlin et al (2002) memory in the right and left frontal lobe,
right more than left (Galaburda, 1989) but less dominance so
‘confused laterality’
Magnocellular
Stein and Walsh (1997) speed of movement between cells
overall
picture
good
left/right
confusions
visual
memory
visual
discrimination
essay
structure
visual
processing
Meares/
Irlen
syndrome
auditory
discrimination
may be fine
sequencing
Dyslexia
speech
processing
phonological
awareness
articulation
may be fine
time
management
spelling
long
term
memory
OK
visual
and
auditory
loops
poor
memory
automaticity
OK for
e.g.
bicycle,
swimming
Not OK
for
coding
and
decoding
How do I recognise a dyslexic pupil?
*They ask the right questions, lively and interested, but
any written work is relatively poor and/or poor
handwriting.
*They arrive late, hand in work late
*They mix up instructions
Typical issues
223 pupils
Reading – 86%
Spelling – bizarrre
Left-right – 67%
B and d – 65%
Sentence memory
Rhyme
223 pupils
Teacher Response 1
Multiple Intelligence
Gardner, dyslexic people have a different way of learning
Intelligences: kill smn
Teacher Response 2
Mindmaps
Previous experience of life
Shared knowledge
Reason 1990
Purpose of language
Language structures
Letter sounds
words
‘Effort after meaning’
Bartlett 1932 cited in Pumfrey and Reason, 1991: 59-60
Information processing: dyslexia
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Possible strengths
Colour
Pics, diagrams,
Talk
Hands-on stuff
Empathy
Logic
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Likely weaknesses
Black on white text
Tracking print
Copying
Remembering shortterm
Fernald Multisensory Approach
Orton-Gillingham Method
Gillingham-Stillman Alphabetic Method
Alpha to Omega
Edith Norrie Letter Case
The Bangor Teaching Programme
Bannatyne’s Colour Phonics
The Hickey Method
Peabody Rebus Reading Programme
Aston Index
Aston Portfolio Assessment
Spelling Made Easy (Brand, 1984)
The Icon Approach
Reading Recovery (1988)
The English Colour Code Programmed Reading Course (1976)
Patterns of Sound (1968)
Pictogram System (1973)
Signposts to Spelling (1978)
ARROW (Aural – Read – Respond – Oral – Written) (1990)
Attack – a-Track
Simultaneous Oral Spelling
Psycho-motor programmes
Embedded pictures
Mnemonic drawings
Finger spelling
Syllabification
Cursive script
Teacher solutions
http://www.dys-add.com/DV3Handout.pdf
Screening and assessment
• LADS; Lucid Adult Screening Test is available on
UW campus terminals.
 Cost to student £100
Bibliography
Bennett, D. 2006 Dyslexia Pocketbook Teachers’ pocketbooks
Buzan,T. 1997 The Mind Map Book London : BBC
Saunders & White 2002 How Dyslexics Learn
Evesham: patoss
Eckersley, J. 2004 Coping with Dyspraxia Sheldon Press
Biggs, V. 2005 Caged in Chaos Jessica Kingsley Pubs.
Mortimore T 2008 Dyslexia and Learning Styles Chichester: John Wiley and Sons
Hunter-Carsch M and Herrington M 2001 Dyslexia and Effective Learning London: Whurr
Pumfrey P and Reason R 1991 Specific Learning Difficulties London: Routledge
Doyle J 1996 Dyslexia: an Introductory Guide London: Whurr Publishers
Massey J 2008 Meeting the Needs of Students with Dyslexia London: Network Continuum
Edwards J 1994 The Scars of Dyslexia London: Cassell
Stirling EG 1987 Help for the Dyslexic Adolescent Chippenham: St David’s College
Turner E and Pughe J 2003 Dyslexia and English London: David Fulton Publishers
British Dyslexia Association www.bda-dyslexia.org.uk
Dyslexia Institute
www.dyslexia-inst.org.uk
More information
British Dyslexia Association www.bda-dyslexia.org.uk
Dyslexia Institute
www.dyslexia-inst.org.uk
Dyspraxia Foundation
www.dyspraxiafoundation.org.uk
Sarah Nichols, MA, Dip RSA, AMBDA
Specialist Academic Support Tutor,
University of Worcester
s.nichols@worc.ac.uk
Bibliography
Bennett, D.
2006
Dyslexia Pocketbook
Heath & Ellis
1997
Beating Dyslexia
Buzan,T.
1997
The Mind Map Book
Saunders & White
2002
How Dyslexics Learn
Eckersley, J.
2004
Coping with Dyspraxia
Biggs, V.
2005
Caged in Chaos
Henderson, A.
Chinn, S.
1998
2007
Teachers’ pocketbooks
Celebration of Life
London : BBC Pubs
Patoss, Evesham
Sheldon Press
Jessica Kingsley Pubs.
Maths for the Dyslexic
David Fulton
Dealing with Dyscalculia; Sum Hope
Souvenir Press