Info For Dyslexic Students Slovenia
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Information for dyslexic students
Dr David Pollak De Montfort University Leicester, UK
Session overview
Dyslexia is ? a neurological deficit a disability a memory problem a contrast between your intelligence and your academic skills part of neurodiversity a preference for holistic thinking something to campaign about part of the normal range of brains
Ways of thinking linear two-dimensional three-dimensional visual global oral/aural interactive
Left hemisphere
Right hemisphere
Good short term memory
Relies on personal associations to remember Thinks in images Remembers patterns Takes in parts in terms of whole Looks for simultaneous connections Is good at synthesis and intuitive links Is space conscious
Thinks in words Remembers sequences
Takes in information step by step Looks for cause and effect
Relies on induction and analysis Is time conscious
language
visual/ spatial thinking
logic
imagination/ emotion holistic thinking
analysis
colour, pattern, design
details
practical/ concrete thinking
numbers
sequencing
abstract thinking
right>
creative problemsolving
intuitive understanding
What is dyslexia?
It means ‘difficulty with words’
People who are identified as dyslexic may have difficulty with reading, spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing
It’s a kind of brain with many strengths too
UK dyslexia assessment framework (education)
Family and learning history Curriculum information Psychometric tests Word recognition test Non-word reading test Spelling test Phonological assessment Miscue analysis Reading/listening comprehension test Free writing
Things you may struggle with (1) Reading (speed, understanding) Concentration Spelling and grammar Physical coordination and handwriting Remembering information Organising and planning
1) Pattern glare effect
3) Glare effect
2) River effect
4) Whirlpool effect
6) Disappearing lines effect
5) Overlap effect
7) Floating lines effect
Things you may struggle with (2) Working within time limits Thinking and working in sequences Visual difficulties such as blurring of print Emotional stress Social anxiety
Lecturers can help with reading: Use a plain font and wide spacing Provide a glossary Use plenty of bullet points Use diagrams instead of text Use coloured paper Avoid sentences or headings in capitals
They can also do this: Annotate reading lists Provide material on disk Type assignment feedback Colour-code course guides
Lecturers can help with writing:
Display new terminology Provide handouts for annotation Allow time for copying from the screen Set unambiguous titles Give clear content criteria Give feedback on drafts in first year Separate feedback on content & presentation
Lecturers can help with talking and listening: Be patient Be prepared to repeat instructions Use facilitative questioning Encourage use of recording machines Give clear assessment criteria for presentations Encourage visual communication
Lecturers can help with numbers: Give phone numbers the French way Check that numbers have been written correctly Provide long numbers on paper Use technical support e.g. talking calculators
Lecturers can help with personal organisation: Ask you what will help Provide simple maps, plans or diagrams In signs, use colour and graphics Supplement oral instructions with simple written ones Provide information online or on disk Avoid assignment clustering
Lecturers can help with emotional issues: Avoid public discussion of dyslexia Be aware that aggressive behaviour may mask anxiety Demonstrate awareness/acceptance of dyslexia, particularly the stress aspects Refer to you to Counselling service But: Students should not blame dyslexia for everything!
are there subheadings?
are there diagrams?
is there a section called 'introduction'?
what do I want from this book?
is there a section called 'summary'?
is there a good contents list?
questions to ask about a book
is there a good index?
“I cannot think of anything more unfair than … to treat all students as if they are the same, when they so manifestly are not” (Lewis Elton)
Dr David Pollak De Montfort University Leicester, UK
Session overview
Dyslexia is ? a neurological deficit a disability a memory problem a contrast between your intelligence and your academic skills part of neurodiversity a preference for holistic thinking something to campaign about part of the normal range of brains
Ways of thinking linear two-dimensional three-dimensional visual global oral/aural interactive
Left hemisphere
Right hemisphere
Good short term memory
Relies on personal associations to remember Thinks in images Remembers patterns Takes in parts in terms of whole Looks for simultaneous connections Is good at synthesis and intuitive links Is space conscious
Thinks in words Remembers sequences
Takes in information step by step Looks for cause and effect
Relies on induction and analysis Is time conscious
language
visual/ spatial thinking
logic
imagination/ emotion holistic thinking
analysis
colour, pattern, design
details
practical/ concrete thinking
numbers
sequencing
abstract thinking
right>
creative problemsolving
intuitive understanding
What is dyslexia?
It means ‘difficulty with words’
People who are identified as dyslexic may have difficulty with reading, spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing
It’s a kind of brain with many strengths too
UK dyslexia assessment framework (education)
Family and learning history Curriculum information Psychometric tests Word recognition test Non-word reading test Spelling test Phonological assessment Miscue analysis Reading/listening comprehension test Free writing
Things you may struggle with (1) Reading (speed, understanding) Concentration Spelling and grammar Physical coordination and handwriting Remembering information Organising and planning
1) Pattern glare effect
3) Glare effect
2) River effect
4) Whirlpool effect
6) Disappearing lines effect
5) Overlap effect
7) Floating lines effect
Things you may struggle with (2) Working within time limits Thinking and working in sequences Visual difficulties such as blurring of print Emotional stress Social anxiety
Lecturers can help with reading: Use a plain font and wide spacing Provide a glossary Use plenty of bullet points Use diagrams instead of text Use coloured paper Avoid sentences or headings in capitals
They can also do this: Annotate reading lists Provide material on disk Type assignment feedback Colour-code course guides
Lecturers can help with writing:
Display new terminology Provide handouts for annotation Allow time for copying from the screen Set unambiguous titles Give clear content criteria Give feedback on drafts in first year Separate feedback on content & presentation
Lecturers can help with talking and listening: Be patient Be prepared to repeat instructions Use facilitative questioning Encourage use of recording machines Give clear assessment criteria for presentations Encourage visual communication
Lecturers can help with numbers: Give phone numbers the French way Check that numbers have been written correctly Provide long numbers on paper Use technical support e.g. talking calculators
Lecturers can help with personal organisation: Ask you what will help Provide simple maps, plans or diagrams In signs, use colour and graphics Supplement oral instructions with simple written ones Provide information online or on disk Avoid assignment clustering
Lecturers can help with emotional issues: Avoid public discussion of dyslexia Be aware that aggressive behaviour may mask anxiety Demonstrate awareness/acceptance of dyslexia, particularly the stress aspects Refer to you to Counselling service But: Students should not blame dyslexia for everything!
are there subheadings?
are there diagrams?
is there a section called 'introduction'?
what do I want from this book?
is there a section called 'summary'?
is there a good contents list?
questions to ask about a book
is there a good index?
“I cannot think of anything more unfair than … to treat all students as if they are the same, when they so manifestly are not” (Lewis Elton)
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