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TES: Helping Pupils with Literacy Problems
I hope this is also of help from the TES:
- Do something. Pupils with literacy difficulties need intervention.
- Work on phonological skills for reading focusing on high-quality teaching.
- Adopt measures to improve self-esteem.
- Use trained reading partners.
- Use adult supervision; pupils should not plough through computer packages alone.
- Provide intensive one-to-one sessions for severe learning difficulties.
- Give deadlines. Effective interventions last about a term.
(Source: ''What Works for Children with Literacy Difficulties?'' by Greg Brooks)
27/05/2009 19:06:57
Will
This post made me wonder what the difference is between literacy problems and dyslexia? All these interventions seem relevant to dyslexia. Can someone tell me what the difference is between having literacy problems and dyslexia? Apologies if I'm being ignorant...
22/06/2009 09:50:39
Jackie
Certainly this opens a can of worms. Take a look at this article: http://news.bbc.co.uk/1/hi/education/8109554.stm
If you listen to the likes of Professor Elliot, he believes dyslexia is a label that merely means problems with reading and writing.
Others who are more part of the established consensus on dyslexia point towards problems with attention, memory etc. that dyslexics can also have (i.e. not just literacy based problems).
01/07/2009 18:01:08
V
Elliott is correct and a whole raft of professors, eminent in the field of reading difficulties, agree with him:
'The underlying difficulty appears to be the same, the way these children respond to treatment appears to be the same, there appears to be no justification whatsoever for going in and trying to carve out a special group of poor readers. This is what 15 years of research, all over the world has shown can’t be justified on a scientific or empirical basis (Prof.Stanovich)
-'Because there is no way to differentiate students with learning disabilities, the label is meaningless' (Prof. Cunningham)
'(A)ttempts to distinguish between categories of ‘dyslexia’ and ‘poor reader’ or ‘reading disabled’ are scientifically unsupportable, arbitrary and thus potentially discriminatory' (Prof. Elliott/Gibbs).
'They learned what they were taught, period. There are no dyslexic kids. I mean, that is just a myth'' (Prof. Engelmann)
And Profs. Diane McGuinness and Steven Pinker
10/11/2009 16:51:14
Susan
Related Talks
The Role of Imagery and Language in Learning Difficulties: This presentation will explain the specific mental processes that underlie reading, spelling, comprehension and critical thinking, and how these processes relate to learning difficulties. Information on the Dual Coding Theory, which illustrates the importance of developing the imagery-language connection necessary for accurate reading and comprehension, will be presented.
Dyslexia, Dyspraxia & Overlapping Learning Difficulties: Amanda Kirby describes the co-occurrence of learning difficulties (also known as comorbidity) and how dyslexia, dyspraxia and ADHD overlap. She discusses the importance of the whole child approach when assessing if your child has any learning issues.
Top Tips For Preschoolers: Prepare Your Child for Reading: Dr Valerie Muter describes how parents can prepare their preschool children for learning to read before they start school. She outlines three useful tips that can be used with preschool children.
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