DyslexiaDysgraphia Dyscalculia ???

• Controversial theories

• Myths around these

• Do these exist ?

• Occurs in other languages

• Research done

• Different degrees

• The Oxford dictionary meaning for Dyslexia is “a disorder involving difficulties to read or interpret words, letters or other symbols, but does not affect general intelligence”

Descriptive Definition

• describes the condition or the characteristics of Dyslexia; according to Snowling (2008) continues to say that Dyslexia is characterized by “a deficit in phonological (speech) processing, but “its behavioral manifestations are varied ….

• there are cardinal symptoms of reading and spelling difficulties, and there are a range from problems of written expression, to aspects of mathematics, verbal memory and organizational skills.”

Discrepancy Definition

• not referred to anymore goes on to say that Dyslexia is according to Selikovitz in Kelly & Phillips 2011 p.9; “an unexceptional and unexplained condition, occurring in a child of average or above intelligence, characterized by a significant delay in one or more areas of learning.”

This theory was disregarded as there was no qualitative difference in the patterns of reading errors between students with high or low IQs.

The working definition• can be used to identify learners with Dyslexia and provide a

basis for intervention. The Rose report suggests that Dyslexia is a learning difficulty that affects the following from Kelly & Phillips (2011 p 9, 10):

• Primarily affects skills involving in accurate and fluent word reading and spelling.

• The key features are difficulties in phonological awareness, verbal memory and verbal processing speed.

• Dyslexia occurs across a range of intellectual abilities

• It is thought as a continuum and not as a category and there are no clear cut-off points

• Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organization, but they are not by themselves, markers of dyslexia

• A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

In short, Dyslexia

• falls on the spectrum of language disorder

• affects the individual for life

• Its characterized by a deficit in phonological (speech) processing

• BUT its behavioural manifestations are varied

• The cardinal symptoms are reading & spelling difficulties

• Has a range of problems of written expression, to aspects of Maths, verbal memory and organizational skills

Factors contributing to Dyslexia as a continuum

• Depends on the child’s patterns of strengths and weaknesses, support, maturation, appropriateness and intensity of early intervention

• Many individuals have other inter-related learning difficulties

• It is not caused by the lack of motivation to want to learn to read, sensory impairment, inadequate instruction or lack of environment opportunities or low intelligence

• the disability varies on the severity and the prognosis depending on the severity of the disability

• The behavioural symptoms of some of the underlying problems varies and changes with development therefore this should be seen on a cognitive level rather than a behaviourallevel.

• More than other developmental disorders it is marked by a high degree of compensations

Early detection for dyslexia - is crucial

• How soon can you test for dyslexia?

Children under the age of 9 cannot be diagnosed with dyslexia. There are several tests on the market at the present time for diagnosing dyslexia as early as 4 years of age.

However, we term these early diagnoses as 'at risk' for dyslexia until the child is six months into their second grade of education.

When is it a learning difficulty?

• Excels in other areas• Poor grades or academic performance• School or task avoidance• Frequent absenteeism • Making excuses• High anxiety levels• Accident prone• Friendship, social issues• Becoming emotionally needy

How do they test you for dyslexia?

• A single test can't diagnose dyslexia. Rather, your doctor or a school professional (such as a reading specialist) will ask you what signs of dyslexia you and your child's teachers have seen. He or she will ask your child questions too. ... It takes a team to diagnose dyslexia.

Can schools test for dyslexia?

• Federal education law does not require public schools to test children for dyslexia. Schools only have to test to find out if a child is eligible for special education services, and if so, under what category. If a child with dyslexia is eligible, they will be placed in a category called Learning Disability.

Testing procedure

Factor in:

• For better results; early detection is vital.

• Initial take in interview and testing is important

• Background history: family and school history

• School reports

• Other tests results: OT, speech & language, paedatric assessment, other

Testing must involve:

Diagnostic Reading & Spelling & dictation tests

Reading nonsense words

Comprehension: aloud & silent & oral

Rapid name calling

Recalling of numbers forwards & backwards

Handwriting speed & handwritten copying task

Informal handwritten free writing task

To sum up - Importance of intervention

Kelly & Phillips (2011 p11) suggests implications of practice is that

• ‘Early detection and assessment of literacy difficulties is important in view of the incidence of dyslexia.

• Referrals should not be made on the assumptions of disruptive behaviours

• A ‘checklist for screening is a useful first step and it is worthwhile remembering that characteristics/observable behaviours may be different at different ages.”

• Systematic multisensory programme in your teaching is important

Understanding how reading takes place

How can you help a child with dyslexia?

• Go into detail. Kids with reading difficulties may need help when it comes to noticing all the details in a new word—especially if the word has an unusual spelling. Take the word through, for example. Teach your child by first showing her the word and then reading it out loud.

The principle approach needs to be

• Structured: new concept is strictly ordered to a programme

• Multisensory: VAKT

• Cumulative: logical sequence of graded steps so that ant new point builds on what was previous learnt

• Phonics- based : synthetic ( letter-sound) and analytical ( whole word)

• Overlearning: before moving on to the next one, repeat a particular routine and drill until optimal learning is acquired

Planning your lessons

• Starting point established from your testing• Organization and planning and lesson lay out is vital• Factor in:1. Be well prepared before, during and concluding your lessons2. Have tools available and functioning and vary them from time to time3. Timing of each task in the lessons is important : ½ on revision and ½ on

new teaching point4. Concentration levels – bring multisensory or change activity5. Form a relationship

• Be aware of sensory overload and too many activities

Important teaching strategies: your lessons need

• Structure & routine: spelling – dictation

• Memory training: for automaticity

• Support activities: visual & auditory sequential memory

• Handwriting

• Multisensory approach

The importance of memory‘If we learned to use our brain the way it was naturally designed to

work, we would astonish ourselves every day. ‘ Jensen,1995

Importance of memory training• Memory is an activity to acquire retain and recall information – an areas

that students with Dyslexia have the most difficulties

Improving working memory & long term memory

• Metacognition

• Actively involved

• Verbal rehearsal

• Pattern based

• Reduce memory overload – chunking info

• New knowledge built on previous knowledge

• Alternative techniques for info beyond memory capacity - application

• Practice for ‘real life’

Working memory is• Described the ability we have to hold in mind and mentally

manipulate information over a short periods of time.

• Working memory is thought as a mental workspace that we can store important information in the course of our mental activity.

Why is working memory important ?

• Working memory is used for:

✓Controlling attention

✓Resisting distraction

✓Complex thinking

✓Organization

✓Problem Solving

✓Remembering tasks

• Essential for academic areas:

• Reading (especially comprehension)

• Maths (especially problem solving)

• Written expression

• Test taking

Structure & routines:• The need for numerous exposure to a stimulus ( the printed word)

• Routine is built into the lessons aimed at improving speed of retrieval

• Time management is important – avoid over planning

• Ensure that correct information goes into working memory and is stored in long term memory

An example of a lesson plan

• Alphabet and dictionary skills

• Memory training

• Revision

• Reading & spelling pack

• New teaching point

• Handwriting

• Reading in structure

• Written task

• Spelling & dictation in structure

• Quick review

• Support reading

• Game

An actual lesson would include

• Alphabet and dictionary skills

• Memory training

• Revision

• Reading & spelling pack

• New teaching point

• Handwriting

• Reading in structure

• Written task

• Spelling & dictation in structure

• Quick review

• Support reading

• Game

• Individual if possible or homogenous groups

• Lesson duration is

• 30 min x 2 a week

• 45 min 1x a week

• 60 min 1x week

• How many lessons to establish routine and progress -from 7 lessons

• How many lessons in total : 50 hours

lessons onwards depending on age, ability, continuity

Examples of how Dyslexic students should be taught • https://www.youtube.com/watch?v=vulIeXCN9So

• https://www.youtube.com/watch?v=jT35KppfFJk

Laying out the alphabet – in an arc

Alphabetizing ideas

•

Dictionary skills – working with a place of reference and to extend vocabulary

Memory training –quick recall what was taught previous lesson, must not be unknown to them.

• Ideas: (on a whiteboard or in a book )

• Read the words from your treasure box

• Write all the words starting or end with or have the same sound as

• Rhyming words – write them down, choose from a pack of cards

• Flash cards

• Use learnt words in a dictation

Revision – spelling & reading pack

• Word searches

• Word worms

• Building blocks

• Tracking exercises

• Flash cards – with missing letters

• Cloze procedures ex.

• Editing piece

New teaching point – new content multisensory approach • Must be a build on from previous single sound or sound family

• Introduce the sound – BME, rule and word examples

• Involve the student – engage how they will remember best- come up with the way they learn best

• Formalize by recording in some way – multisensory

Handwriting – writing taskMultisensory approaches: sand, clay, pipe cleaners, stamps, paint etc

Handwriting

Print • Printed letters

• Matching the lower case with upper case

• Reciting the movement of the letters

• i.e. up, down, round and again round

Cursive• Introduction of cursive –

• formation of each letter linking the le

• Stimulus response routine: sound,

clue word, letter name, letter shape

Spelling & dictation in structure / quick review– formalizing the new teaching point• Copying from a sentence you wrote or

• Writing their own sentence or

• You dictate a sentence or

• Have a sentence written out but leave out the new words out which they have to fill in.

Support/paired/ group Reading – not work related

Games – not task related, to relax, switch off

• Board games

• Computerized games

• Games involving movement

• Funny /silly games

For the much older student • Alphabet and dictionary skills and vocabulary enrichment

• Memory training and application techniques

• Revision – aim is to achieve automaticity

• Reading & spelling pack – aim is to generalization

• New teaching point - direct the lesson more to study & writing skills, answering questions

• Handwriting

• Reading in structure

• Written task

• Spelling & dictation in structure

• Quick review

• Support reading

• Game

Instructional recommendations:

• Word study

• Fluency

• Vocabulary

• Comprehension skills

• Motivation

• Way forward and generalize

Meeting the child’s needs is the classroom

• What best fits the child ( inclusion or special provisions)

• Gain attention, wait 5 min for a response

• Realistic praise/positive comments to encourage

• Lots of routine

• Consistent set of markings and a limited number of pages

• Acknowledge the individuals learning style

• Use visual aids/technology

• Don’t ask to read out to the class

• Provide hand outs

and short instructions

• Outside sport interests

or hobbies

Dysgraphia

• Learning disability resulting from the difficulty in expressing thoughts in writing and graphing.

• Is often characterized by wrong or odd spelling and production of words that are unknown e.g boy - for child

• This problem often comes about when they are first introduced to writing – and is not remediated

• Can also come about in adult as well through trauma

Characteristics or Symptoms

• Generally poor handwriting it is usually distorted or incorrect –neurological disorder

• Inappropriately sized and spaced letters

• Write wrong or misspell words despite thorough instructions

• Have no social or academic problems

David is a bright student and loves to participate in class. But when it comes to written assignments, Ms. Lee can’t make heads or tails of what he turns in. His words run together, the letters are different sizes, and his sentences trail off in the middle. His spelling tests are atrocious, even though he can often spell the words correctly out loud in class. All of this is starting to affect his grades—and his self-esteem. It’s not until Ms. Lee mentions her concerns to the school’s intervention specialist that she learns that David’s struggles might have a name: dysgraphia.

Teaching tips to assist Dysgraphia

• A specialist can help determine the right accommodations for your student, but here are some general strategies to try.

• Think outside the pencil box. Learning to write is incredibly hard for kids with dysgraphia. ...

• Make writing count. ...

• Give extra time. ...

• Be flexible on spelling and grammar. ...

• Start from basic, simple and progress to complex

• Teach good composition skills.

• Teach short cuts

• Give a word bank they can refer to

Dyspraxia

• An impairment or immaturity of organization of movement, often appear clumsy

• Difficulties in Motor skills like :

• Gross motor skills ( related to balance & coordination)

• Fine motor skills ( manipulation of objects)

Characteristics and Symptoms

• Writing is generally difficult and time consuming

• Computer keyboard skills are also difficult to acquire

• Playing an instrument is difficult

• Pronunciation may be affected

• Sensitivity to noise, light and touch

• Poor awareness of the body posture and position

• Misread social cues

How teachers can help

• Pay attention to writing utensils and paper. ...

• Consider alternatives to activities requiring handwriting. ...

• Teach dyspraxic children touch-typing. ...

• Adjust seating plans. ...

• Provide breaks in the schedule. ...

• Give plenty of extra time. ...

• Emphasize directions in step-by-step form.

• Provide written, visual and recorded support.

• Keep a list of classroom rules and role-play expected behaviour.

• Help with tasks that require fine motor skills.

Let’s wrap up – key points

• Specialised treatment

• Sensitivity from teachers

• Extra time

• Coping strategies

Dyscalculia

• Having difficulties learning the most basic aspects of arithmetic skills

• In some ways this term can be said to be ‘Dyslexia for numbers’ or ‘number blindness’

• Difficulties in the reception, comprehension ,or the production of quantitative and spatial information

• They excel in non Mathematical subjects

Cognitive skills required for Mathematical concepts

• Visual sustained attention – staying focused for a period of time

• Visual discrimination – ability to differentiate

• Visual form constancy – able to recognize an object regardless of size, distance or orientation

• Visual processing speed – ability to process the stimuli

• Visualisation – ability to recall an image

• Directionality – knowing left and right

• Long term memory – ability to store and retrieve info• Auditory or visual sequential memory – recall a sequence of steps

• Working memory – hold info in the mind while one manipulates it

• Conceptual thinking – abstract or interpretive thinking

Reasons for the shortcomings were :

• Outdated teaching practices and a lack of basic content knowledge • poor teaching standards were exacerbated by the large number of under-

qualified or unqualified educators who are expected to teach overcrowded and non-equiped classrooms

• 50 % of the Maths teachers had no formal subject training• Despite about 85% of Maths educators are professionally qualified only 50%

have specialised in Maths in their training• Few students who excel in Maths go into teaching• Socio – economic factor like poverty showed the impact on the development of

early numeracy skills – Maths Skills later• The number of recent Maths curriculum changes in SA has impacted on the

standard and level of education that learners receive.

Dyscalculia is

• Having difficulties learning

the most basic aspects of arithmetic skills

• In some ways this term can be said to be ‘Dyslexia for numbers’ or ‘number blindness’

• Difficulties in the reception, comprehension, or the production of quantitative and spatial information

• A wide range of lifelong learning disabilities involving mathematics and there is no single form of mathematical disability (2013 USA national Centre of learning disabilities)

Acalculia is ………

• Is a mathematical related learning disability where the student displays a total inability to carry out any mathematical tasks at all.

• This total inability to count usually indicates brain damage.

• This is when the student is unable to learn the basic principles of counting.

e.g

• Count 1 to 10 or

carry out a simple addition sum 4 + 2 = 6

• Acalculia constitutes less than 1% of the population

Students with Dyscalculia present with the following ….

• Usually have normal intellectual capabilities, but often display spectacularly uneven results in the IQ tests. The causes are not related to emotional or psychological but can be traced to problems with certain specific (cognitive) thought processes.

1. Automisation difficulty – can’t recall numerical facts quickly during a calculation i.etake a lot of time, count on their fingers

2. Language difficulties – problems understanding Maths concepts i.e sum of +, difference between -

3. Difficulties planning: difficulty carrying out a calculation i.e get lost or stuck in a sequence

4. Problems with visual perception: can lead to problems with logical ability and can affect counting - this type find reading also difficult

Dyscalculia is often confused with subtypes of Maths disabilities• Procedural deficits – following a procedure or sequence or planning

or routine operations

• Semantic memory deficit – retrieval of number facts (slow at recall)

• Visuospatial deficit – placing numbers, reversals and inversions, problems with insight in and notion of space

• Number knowledge deficit- abstract number comprehension

• These are more general problems with learning, not only Maths

Pseudo - Dyscalculia

• This is a BIG and important group in which learning difficulties arise from emotional blocking.

• These students have the cognitive ability to succeed in maths, but despite this run in problems.

• Committed themselves with the idea – they can’t succeed in the subject

• Deep rooted , think they aren’t smart enough and have had personal failures in Maths

• Help them by talking to them and getting the teacher they can relate to

Characteristic and symptoms of Dyscalculia

• Slowness

• Reliance on tangible counting

• Difficulties with the language of maths

• Difficulties with memory for Maths

• Difficulties with sequences

• Difficulties with position and spatial organization

• Reliance on imitation and rote learning instead of understanding

• Difficulties with writing

• Problems with complex thinking and flexibility

Teaching tips for Dyscalculia

• Use concrete tools like a number chart

• Use a calculator for basic computation

• Always let them verbalise the starting point

• Don’t bombard them with complex problem solving

• Give clues or trigger words or phrases to follow sequential procedures

Special traits to work with:

1. Rapid grasp of concepts

2. Awareness of patterns

3. Energy

4. Curiosity

5. Concentration

6. Empathy

7. Vulnerability

8. Heightened perception

9. Divergent thinking

10. Talent in art and design

11. Multi-dimensional thinking

12. Originality and problem-solving

Reward their strengths rather than focus on their weaknesses