What is dyslexia? Over 10 years ago (October 2007) the British Dyslexia Association Management Board approved the following definition of dyslexia: “Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. […]
Seeing things differently Read More »
Yesterday, I made the trip to London to the IOE for the dyslexia ‘debate’. At the end of last year, there was a furore in the House of Lords after Warwickshire Council had declared that a dyslexia diagnosis was ‘scientifically questionnable’. I was hoping for an interesting debate and that I might learn something.
Dyslexia and a flat earth Read More »
On the 31/1/19 there will be a discussion about dyslexia at the IoE involving some eminent people in the field: ‘Dyslexia diagnosis, scientific understandings and belief in a flat earth.’ This follows a statement last year from Warwickshire and Staffordshire County Council that a dyslexia diagnosis is ‘scientifically questionable’, with other schools now saying that
Where do we go from here? dyslexia Read More »
Whilst there are many creative approaches to teaching, spelling has not benefited from this in the past. How has spelling been taught historically in your school? Typically, spelling is not taught at all but delivered as lists, sent home to ‘look, cover, write and check’ and to be tested at the end of the
Analysing spellings: metacognition Read More »
Assessment creates a lot of debate, with strong opposition to the testing of Reception children and one headline declaring: ‘Testing has become like crack cocaine to the government’. Is there a difference between an assessment and a test? The word ‘assess’ turned up in English about 550 years ago. It came to English from Old
Assess to progress Read More »
10 ideas for using visuals with dyslexic learners: As a reminder to use oral rehearsal and to EDIT! 2. To provide narrative which helps information to stick. eg It is crucial that students know all the vowels and that they make 2 sounds: long and short/ weak and strong. Vowels are integral to
Think dyslexia? Thinkpix Read More »
As a Key Stage Two teacher, it can feel like dyslexia is immutable i.e. unchangeable. This is especially true when the child has not been given any strategies, it is much easier to support dyslexia in EYFS or Key Stage One because their needs are more in line with teaching. It might feel like there
Dyslexia: KS2 support Read More »
Dyscalculia is a term used to describe extreme, specific difficulties in maths. Many of these difficulties may be found in a dyslexic profile. ‘Dyscalculia is a condition that affects the ability to acquire arithmetic skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning
Maths: a hidden ability? Read More »
It’s the time of year when thoughts turn to transition and if you have an effective transition in your school, you’ve probably been thinking about it for a while. I’m talking here about the move to…BIG SCHOOL. Pupils with dyslexia often find this even more daunting than your average student. How to ease transition
Movin on up: transition Read More »
Here are some thoughts from @creativeartJan on helping her school age self: Give me the information/learning in advance, so I can plan ahead and be prepared. Provide a list of key vocabulary. Give worksheets and books with clear, large font. Give examples where support for homework can be found and include alternatives
To my teachers: from an adult dyslexic Read More »
