redefining how we understand the needs of students with dyslexia
TRANSCRIPT
Redefining how we understand the
needs of students with dyslexia Rosa Dene David
In today’s webinar, we will explore some of the
ways students with learning differences may have
issues acquiring information and we will look at
ways to support our learners. This webinar will
primarily focus its analysis on dyslexia, but it is
important to note that these suggestions can help all
students in their second language studies.
For today’s webinar, you will need a piece of
paper, and either a pen or a pencil.
Try to imagine what it would feel like to have
dyslexia. What areas do you think think would be
difficult for you in an EFL classroom?
A: You have a short term phonological memory, meaning that you
have trouble remembering sounds and words.
B: You have a hard time producing syntactic structures, meaning
that using grammar rules and grammar structures.
C: You may read at lower speeds than other students in the class.
D: You have issues with orthography or remembering the spelling
of words
If you
answered all
of the above,
you are
correct!
The term 'Specific Learning Difference' (SpLD)
refers to a difference or a difficulty people have
with particular aspects of learning.
(Kormos & Smith, 2012)
What is a specific learning difference?
Students with a Specific Learning Differences
(SpLDs) struggle with:
Acquisition of
numeracy
skills:DYSCALCULIA
Acquisition of
literacy skills:DYSLEXIA
Coordination of
movements:DYSPRAXIA
Comprehending &
producing
language:SPECIFIC LANGUAGE
IMPAIRMENT
sustained
attention:ATTENTION
DEFICIT AND
HYPERACTIVITY
Social
interaction:ASPERGER’S
SYNDROME
Around 10 percent of students exhibit a Specific Learning
Difference (SpLDs).
This means that in every learning
group of twenty students,
we are likely to find at least two learners
who have SpLDs
(Kormos & Smith, 2012)
?
?
• About 70 percent of learners
who struggle with one SpLD
will also experience some
traits from another SpLD
• The co-occurrence of SpLD
is common and it is difficult
to separate one SpLD from
another as these terms just
become blanket definitions
(Kormos & Smith, 2012)
In order to fully understand the challenges students with
learning differences endure in the classroom, we
experience what they feel. You are going to participate in
simulation to see what it feels like to have a learning
difference.
Please take out a piece of paper, and either a pen or a
pencil.
Step One: On one of the next slides you are going to see
a short text. You must copy the text using the hand that
you normally do NOT write with.
Step Two: If you are right-handed, you will write with
your left hand and if you are left-handed you will write
with your right hand.
Directions:
Page 1 of 2Adapted from DysTEFL, 2016
Step 3: Whenever you see an ‘e’ you will write a schwa,
like this: ‘ə’
Step 4: Whenever you see an ‘a’ you will write an at sign,
like this: ‘@’
Step 5: Whenever you see an ‘s’ you will write the
number five, like this: ‘5’
Adapted from DysTEFL, 2016 Page 2 of 2
Directions
Ready
The SFLL makes it clear that individuals require varied kinds of support to
facilitate their learning. Schools deliver a variety of services to assist student
who have special learning needs. Some service provide support for learners who
lack certain skills or learning conditions; others are for students whose abilities
exceed those of their peers. In any case, each learner brings a unique
configuration of skills, talents, and knowledge to the foreign language
classroom and should be provided with supporting services.
According to Fairfax County public schools (1992), some of these students
have documented learning disabilities while others simply need some
adjustments in their class schedules, testing, or homework arrangements, or
other educational services. Students who are considered average or non-
gifted...may also have special cognitive needs. It is paramount that the foreign
language teacher understand the characteristics of these groups in order to use
specific teaching strategies that will enable them to experience success in the
language classroom. (Shrum and Glisan, 2010, p. 361)
Please, put your pen or pencil down...
Raise your hand if you were able to finish copying the entire text
How did this activity make you feel
psychologically, emotionally, and
physically? In the text box, please write
down one or two word responses.
Linguistic issues a learner may
experience
Problems segmenting words into phonological units
Problems with word recognition
Difficulties spelling
Smaller range of vocabulary
Slow word retrieval
Slow speech
Articulation problems
Problems in keeping verbal material in phonological
short-term memory
(Kormos & Smith, 2012)
Non-linguistic issues a learner may
experience
Smaller span of working memory
Difficulties with handwriting
Cross motor-coordination
Difficulties with time-management and organizing work
Difficulties in automatizing new skills
(Kormos & Smith, 2012)
Strategies to
incorporate a multi-
sensory approach in the
English language
classroom
Multi-sensory teaching methods (MSL)
Goal: To develop L2 learner’s phonemic,
morphological and syntactic awareness by
developing auditory, visual, tactile, kinesthetic and
pathways
By learning through the use of additional sensory
channels, students with SpLDs such as dyslexia are
able to counterbalance problems with
phonological processing
(Gillingham & Stillman, 1960)
morphological & syntactic awareness
Auditory pathways
Visual pathways
Tactile pathways
Kinesthetic pathways
What are the four skills that we need to
incorporate into our English classes?
A: Grammar, Vocabulary, Pronunciation, and Spelling
B: Listening, Speaking, Writing, and Reading
C: Phonetics, Syntax, Morphology, and Pragmatics
If you said B,
you are
correct!
Strategies for teaching listening
Some learners will have difficulties hearing the difference between similar sounds
Lower level learners do best with audio that only contains a low number of words
Pre-teaching vocabulary with an emphasis on the pronunciation of words helps learners decode words from larger grammatical structures
Listening exercises should consist of short stretches of talk time
Add visual stimuli. Visuals helps students connect auditory information to the context (Think: film, webcasts, photographs offer students additional support)
Learners generally do best when they are solely focus on listening and then other activities are gradually integrate that have another focus. Gradually increase the speed and the length
(Kormos & Smith, 2012)
Strategies for teaching speaking
It may be hard for students how to use grammar structures,
having to remember the words they want to use and also the
pronunciation
Give students detailed instruction that outlines out the task is
structured and what is expected from them in each interval
Create speaking activities that puts an emphasis group work
and give students ample time to practice
Speaking activities do not have to focus on long utterances.
Any amount of speaking will create learning pathways
(Kormos & Smith, 2012)
Strategies for teaching writing
Writing activities should be introduced gradually and start from very short sentence level tasks
Pre-writing activities that assist students in planning the content are important, as they provide structure and help students develop a concrete understanding of what is expected and how to meet the learning objectives
The use word processers help reduce spelling and grammar errors, allowing students to focus on the overall writing process
Writing activities should be short and if a larger activity is required, break the writing segments into small chucks and scaffold other activities into the writing process
(Kormos & Smith, 2012)
Strategies for teaching reading
Pre-reading activities are essential for students with learning differences. Find ways to introduce or re-introduce vocabulary and grammar prior to reading and revisit after the reading exercise
Reading is best taught after a longer oral language teaching phase, as it provides students with the foundation of speaking
Length of text should increase gradually, starting with short paragraphs and moving onward to short stories
Use texts that take into account the social and cultural context where learning is taking place to help students gain a better understanding of self within a larger picture
(Kormos & Smith, 2012)
Remember, learning differences such as dyslexia are
invisible and it is our job as teachers to create an
environment where everyone can learn
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DC: Author.
• Corbett J. (1996). Badmouthing: The Language of Special Needs. London: Falmer Press.
• Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
• Frith, U. (1999). Paradoxes in the definition of dyslexia. Dyslexia, 5, 192-214.
• Gillingham, A. & Stillman, B.W. (1960). The Gillingham Manual: Remedial Training for Children with Specific Disability in Reading, Spelling, and Penmanship. Cambridge, MA: Educators Publishing Services.
• Great Britain. Equality Act 2010: Elisabeth II. London: The Stationary Office.
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