Literacy issues
(Students who started Yr7 with Reading Ages 2
yrs+ BARE and/or have Dyslexia/SpLD)
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Yr7 = 26% (Una currently works with 30 of these)
Yr 8 = 18%
Yr 9 = 16%
Yr 10 = 13%
Currently there is an All Party Parliamentary Group on
Dyslexia, campaigning to make Dyslexia training
mandatory for all teachers.
Cross-Curricular Literacy at John
Cabot
Information about Dyslexia and how
to Support Students at John Cabot
Academy
Dyslexia – Some Facts
• 10% of the population have dyslexia to some
degree
• More males than females are identified as
having dyslexia
• It is often hereditary
• It is not linked to general ability
Dyslexia – Some Facts
• No two dyslexics are the same
• A dyslexic’s profile is unique
• It is like your thumb print
Dyslexia- Some Facts
• Dyslexia cannot be cured
• It is a life-long condition
• Different strategies can be put in place to help
the student achieve his/her potential
Dyslexia – can show difficulties with
the following:
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Visual/spatial discrimination/perception
Working memory
Speed of information processing
Dyslexia – can show difficulties with
the following:
There can also be an information processing
difficulty that can affect:
– Auditory and visual short term memory
– Auditory discrimination
– Storage and retrieval in long term memory
– Sequencing
Dyslexia – can show difficulties with
the following:
• There can also be a difficulty with time
Helping dyslexics in the classroom:
• When using spoken instructions reinforce the
topic with demonstrations, diagrams, mind
maps or lists
• Highlight with coloured highlighter pens
important text or information (or get the
student to do it)
• Whenever possible the pupil should be
encouraged to repeat back what he has been
asked to do; his own voice is a very useful aid
to memory
Helping dyslexics in the classroom:
• He/she should not be asked to read aloud in
class unless he particularly wants to do so
• Give the dyslexic the opportunity to answer
orally
The design and presentation of
worksheets are very important eg
• Flow charts are ideal for explaining procedures
• Pictograms and graphs help to locate
information
• Avoid abbreviations if possible or provide a
glossary of abbreviations
The design and presentation of
worksheets are very important eg
– Bold headings
– Clearly written
– Use bullet points
– Less writing
– Be concise
– More diagrams
– No shiny paper
Improving study skills:
• Note taking is very difficult for dyslexics. They
can find copying very difficult; however it is
important for them to have good revision
notes
• Topic vocabulary written out for dyslexics
• Clearly written worksheets, differentiated
Improving study skills:
• Skeleton worksheets with key
facts for pupils to fill in words/answers
Improving study skills:
• Homework diaries and personalised
dictionaries; these may need to be checked to
ensure that the correct information has been
put down
• Developing keyboard skills
• Use of diagrams, mind maps, mnemonics,
illustrations and word lists. It will be useful to
add pictures, colours, etc to aid memory
• Use small study cards that include key
information
Improving study skills:
• Over-learning – use multisensory strategies
• Work should have occasional elements of
discovery and open-endedness to motivate
and interest the dyslexic pupil’s creative mind
Improving study skills:
• If it is possible, sit the dyslexic pupil near to
and facing the board
• Use different colours or marker pens
• Try to discover how the child learns best and
adapt your methods to suit his learning style
Improving their organisational skills:
• List of what they need each day
• May also help if it is visual
• Have additional pencils/pens to hand
Improving pupils’ self-esteem:
• Providing positive feedback
• Providing opportunities for them to provide
oral answers
Improving pupils’ self-esteem
• How can we help them to become successful?
• Developing coping strategies
• Creating an environment where they feel
comfortable and at ease