Working definition of dyslexia: Cross Party Group on Dyslexia 18 November 2008 November 19, 2008
Posted by Hilery Williams in : Curriculum, Dyslexia, Literacy , add a commentThe following working definition of dyslexia has been produced by the Cross Party Group on Dyslexia in the Scottish Parliament in collaboration with a range of stakeholders including the voluntary agencies, taking account of the earlier version produced by the Scottish Government. This is one of many definitions available. The aim of this particular working definition is to provide a description of the range of indicators and characteristics of dyslexia as helpful guidance for educational practitioners, pupils, parents/carers and others. This definition does not have any statutory basis.
Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which does not respond well to conventional teaching techniques. These difficulties often do not reflect an individual’s cognitive ability and are often not typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning environment and the demands of the curriculum as there are associated difficulties such as:
· auditory and /or visual processing of language-based information
· phonological awareness
· oral language skills and reading fluency
· short-term and working memory
· sequencing and directionality
· number skills
· organisational ability
Motor skills and co-ordination are often affected.
Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is neurological in origin; a hereditary, life-long condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.
Early identification, appropriate intervention and targeted effective teaching will allow learners with dyslexia to become successful learners, confident individuals, effective contributors and responsible citizens.
‘Parents as Partners’ November 3, 2008
Posted by Morna McDonald in : Additional Support, Literacy, Resources, SFL, reading , 1 comment so far‘Excellent!’ “A really enjoyable afternoon,” “It’s great to see what our children do”
These were some of the many very positive comments made by parents who attended our “Parents as Partners: Supporting Learners at Law” open afternoon last week. Our aims for the session were simple - to introduce parents to the Support for Learing team (in the wider sense), to share some of the games and activities we use, to look at the displays and resources and to encourage pupils and parents to play together. A bonus was to meet parents informally in a relaxed setting.
The room was soon buzzing with chatter and laughter as parents had a go at some games, tried ACE dictionaries, looked at some reading resources and enjoyed the displays of children working together. Laptops were set up with a range of web-based games and activities which proved to be extremely popular. The children joined their parents when classes finished and were soon sharing favourite games and websites with their families - it was delightful to see parents and children having fun together!
The focus was on literacy and Support for Learning teachers had prepared a range of handouts covering reading, spelling, writing, websites and internet safety. Parents helped themselves to these and had an opportunity to ask staff about mind mapping, strategies to support reluctant readers, paired reading and a host of other questions.
The children themselves were very involved in planning this successful event. They enjoyed using mindmaps to make the invitations, choosing their favourite games, acting as guides and having their photos taken for displays. Our in-house ‘paperazzi’ photographers came along too so there’s a lovely record of the afternoon.
Parents and childen were so busy in fact that they didn’t have time for coffee and juice!
Literacy - Reading in pairs October 24, 2008
Posted by Hilery Williams in : Additional Support, Literacy, Resources, SFL, Training, reading , add a commenthttp://www.tes.co.uk/article.aspx?storycode=6004293
Local authorities looking to use paired reading to improve literacy can now access tutor and trainer manuals and a parents’ leaflet on line.
From 2005 to 2008, Learning and Teaching Scotland worked with youth volunteering organisation ProjectScotland and pilot authorities to place young volunteers aged 16-25 in schools to support the development of literacy skills through paired reading.
Reading has become a fun activity by Elizabeth Buie October 10, 2008
Posted by Hilery Williams in : Early Intervention, Literacy, reading , add a commenthttp://www.tes.co.uk/article.aspx?storycode=6003593
TESS reports that North Lanarkshire’s literacy strategy is continuing to make significant gains for all pupils, but particularly the least able, an evaluation published last week has shown.
‘A group reading assessment of P3 children showed that those who had been taught by the “active literacy” methodology were significantly ahead of those taught using more traditional methods, thus maintaining the progress observed in the first phase of the programme.
In the P3 control group, 52 per cent of pupils were performing above the expected average age level while 13 per cent of the below average group had a reading age of only around six years. By comparison, in the active literacy group, 72 per cent exceeded the expected average reading level and of the 28 per cent below average, only 2 per cent had a reading age of around six years…’
Asking four-year-olds to write ‘does more harm than good’ September 19, 2008
Posted by Hilery Williams in : Curriculum, Early Intervention, Literacy , add a commenthttp://www.timesonline.co.uk/tol/life_and_style/education/article4783073.ece
Applies to England only. The Times reports that according to a literacy expert teaching four-year-olds to write is about as useful as teaching a dog to walk on its hind legs, as figures showed that one in seven preschool children struggle to write their own name.
The annual assessments of children’s progress during their first year in school found that more than one fifth had problems stringing a coherent written sentence together when they entered their reception year. Nearly a quarter failed to reach the expected levels of emotional development for their age. The findings follow concerns that some of the Government’s early years goals are unrealistic and risk setting back their development.
Sue Palmer, an independent literacy consultant and author of the book Toxic Childhood, said that many under-5s were simply too young to achieve the literacy goals set out for them.
Let pupils abandon spelling rules, says academic September 9, 2008
Posted by Hilery Williams in : Curriculum, Literacy , add a commenthttp://www.timesonline.co.uk/tol/life_and_style/education/article4698949.ece
The Times reports that a leading academic will claim this week that children are being held back at school because they are forced to memorise irregular spellings and learn how to use the apostrophe. John Wells, Emeritus Professor of Phonetics at University College London and president of the Spelling Society, will use the society’s centenary dinner this week to call for a “freeing up” of English spelling.
He says, ‘“The teaching of literacy in schools is a major worry. It seems highly likely that one of the reasons Britain and other English-speaking countries have problems with literacy is because of our spelling and the burden it places on children…’
Sounds good to me!
Rich conversations about learning recorded by infants August 19, 2008
Posted by Hilery Williams in : Access, Additional Support, Literacy, inclusion , add a commentMy-E http://www.futurelab.org.uk/projects/my_…
My-E (My Education) is a prototype online visual environment that can support very young students to explore and express their own personal learning experiences, interests and aims.
The software application allows young children (aged 5 and 6) to construct stories about their learning experiences and preferences through multi-layered representations (such as shapes, icons and sounds), which teachers, adults and parents/carers help them to develop. The aim of this is to encourage children, parents/carers and teachers/adults to be more involved in rich conversations about learning that can help foster greater links between homes and schools and support a more personalised educational approach.
Wouldn’t it be good if it were suitable for older learners with literacy / communication difficulties?
Literacy and English experiences and outcomes June 24, 2008
Posted by Hilery Williams in : Curriculum, Literacy , 3commentsHere is a personal Mind Map of the thinking behind the draft experiences and outcomes in the Literacy and English document from CfE.
Do let me know if it makes sense.
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