Dyslexia & Dysgraphia

Total Page:16

File Type:pdf, Size:1020Kb

Dyslexia & Dysgraphia Dyslexia & Dysgraphia Cena Holifield, Ph.D., CALT, QI The 3-D School, Executive Director William Carey University, Assistant Professor Oral Communication is a Natural Process Reading and Writing are not Natural Processes The lecture today will answer these questions…. • What is Dyslexia? • What is Dysgraphia? • How can these disorders be addressed? Specific Learning Disorders • Dyslexia Dysgraphia Reading Written Expression Specific Learning Disorder • a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. IDEA, 2004 Dyslexia is a specific learning disability that is neurological in origin. Students have difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language. Difficulties are often unexpected in relation to cognitive ability and the provision of traditional classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Dysgraphia • Dysgraphia is a specific learning disability that is a neurological condition causing trouble with written expression. Students struggle with holding a pencil, organizing letters on a line, therefore, handwriting tends to be messy. Many struggle with spelling and putting thoughts on paper. • Dys—difficulty (impaired) • Lexia— words • Dyslexia—difficulty with words ________________________ • Dys – difficulty (impaired) • Graphia – writing by hand • Dysgraphia – difficulty with writing Dysgraphia • Unsure of handedness • Poor or slow handwriting • Messy and unorganized papers • Difficulty copying • Poor fine motor skills • Difficulty with the kinesthetic movements to form letters correctly How Common is Dysgraphia? • Dysgraphia is common in students who have other learning issues: • Dyslexia – affects learning to read, write, and spell • Language disorders – affects learning new words, using correct grammar, and putting thoughts on paper • Attention Deficit Hyperactivity Disorder – affects attention, impulsivity, and hyperactivity • Dyspraxia – affects physical coordination causing fine motor struggles • We already know that when engaged in reading tasks, certain parts of the brain work differently in people who have dyslexia and those who don’t. Brain scans have shown that. Now, a new study shows there are also brain differences between people with dyslexia and those with dysgraphia. • The small study was conducted at the University of Washington. The researchers studied 40 children, grades 4 to 9. The kids were divided into three groups: • 17 had dyslexia (difficulty with reading and spelling) • 14 had dysgraphia (difficulty with handwriting) • 9 were typical language learners • Each child was given a fiber-optic pen that could record writing in real time. Then the kids were asked to do several things: • Look at a letter and then write the next letter in the alphabet • Fill in the missing letter in a word they were shown • Plan a text about astronauts • Rest with no task • While the kids performed the tasks, the researchers scanned their brain activity. They used functional magnetic resonance imaging (fMRI) to see what parts of the brain are most active at a given time. • The scans showed differences among the three groups of children. The typical language learners had more white matter. (White matter is made up of brain structures whose job it is to connect different parts of the brain and relay information quickly and efficiently.) • The kids with dyslexia and dysgraphia had less white matter. They also had more active functional connections in their gray matter. (That’s where thinking and language processing take place.) This means their brains were working harder to accomplish these literacy tasks than those of the typical language learners. • And the group with dyslexia had different patterns of connections than the group with dysgraphia. Their brains looked (structurally) and worked (functionally) differently. But bear in mind, that’s been shown only for the kids and tasks in the study. The 3-D School Study • 128 students with a diagnosis of dyslexia in grades 2nd – 5th • Approximately 30 students demonstrate the characteristics of dysgraphia • All are also diagnosed with ADHD Approximately 23% Dysgraphia Matthew Effect “To all those who have, more will be given, and they will have abundance; but those who have nothing, even what they have will be taken away”. The rich get richer, the poor get poorer. Activities for Students with Dysgraphia • Playing with clay and play dough • Keeping lines within mazes • Connecting dots and dashes to complete letter forms • Tracing letters with index finger or eraser end of pencil • Imitating the teacher modeling strokes in letter formation • Skywriting a model on the board • Copying letters from models Let’s talk about handwriting! • A lost art……. Why Cursive is Best • Cursive letters are recommended in most situations because: • it is more fluid • it is less reversible • it has the same starting point • it has a left to right progression • Using MRI (Magnetic resonance imaging) researchers are finding that writing by hand is more than just a way to communicate. • The practice helps with: • learning letters and shapes • can improve idea composition and expression, • may aid fine motor-skill development. • Dr. Philippa Gordon (2010) refers the need for young children to have a good pencil grip. • In the February 25, 2010 New York Times, the article “Watch How You Hold That Crayon” talks about how teachers are no longer teaching handwriting and occupational therapists must come into schools to reteach children how to hold their pencil. • It also talked about the need for children to develop those hand muscles. • Cursive is a life long skill that helps children build important neural connections. • They are actually wiring their brains in a way that promotes good motor skills which helps with creativity and expression. • With speed and legibility comes greater freedom to focus on content. Direct Instruction in Handwriting Neuhaus Education Center • Teachers who do not produce letter forms accurately inoculate their own writing forms in their pupils, so small idiosyncrasies in teachers writing become magnified in that of the children’s. Direct Instruction for Cursive Neuhaus Education Center Skywriting Lined paper with arrow at base line Trace and Copy INTERVENTION CAN CHANGE THE BRAIN Brennan 2nd Grade Brennan 2nd Grade August Brennan 3rd Grade Brennan 4th Grade Multisensory Grammar and Written Composition Neuhaus Education Center Multisensory Grammar Neuhaus Education Center Multisensory Grammar Neuhaus Education Center Multisensory Grammar Neuhaus Education Center Multisensory Grammar Neuhaus Education Center Multisensory Grammar Neuhaus Education Center Multisensory Grammar Neuhaus Education Center • Albert Einstein once said "The definition of insanity is doing the same thing over and over again and expecting different results". Dr. Sally Shaywitz References • Birsh, J. (2005) Multisensory Teaching of Basic Language Skills, Brooks Publishing Co., Baltimore, Maryland. • Carreker, S. (2009) Basic Language Skills, Neuhaus Education Center. • Carreker, S. (2002) Multisensory Grammar and Written Composition, Neuhaus Education Center. • International Dyslexia Association (2016) Just the Facts: understanding dysgraphia, www.interdys.org • Shaywitz, S. (2003). Overcoming Dyslexia; a new and complete science-based program for reading problems at any level, Random House, Inc., New York, New York..
Recommended publications
  • Developmental Coordination Disorder and Dysgraphia: Signs and Symptoms, Diagnosis, and Rehabilitation
    Neuropsychiatric Disease and Treatment Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation This article was published in the following Dove Press journal: Neuropsychiatric Disease and Treatment Maëlle Biotteau 1 Abstract: Developmental coordination disorder (DCD) is a common and well-recognized Jérémy Danna 2 neurodevelopmental disorder affecting approximately 5 in every 100 individuals worldwide. It Éloïse Baudou 3 has long been included in standard national and international classifications of disorders (especially Frédéric Puyjarinet 4 the Diagnostic and Statistical Manual of Mental Disorders). Children and adults with DCD may Jean-Luc Velay 2 come to medical or paramedical attention because of poor motor skills, poor motor coordination, Jean-Michel Albaret 1,5 and/or impaired procedural learning affecting activities of daily living. Studies show DCD persis- tence of 30–70% in adulthood for individuals who were diagnosed with DCD as children, with Yves Chaix 1,3 direct consequences in the academic realm and even beyond. In particular, individuals with DCD 1ToNIC, Toulouse NeuroImaging Center, are at increased risk of impaired handwriting skills. Medium-term and long-term prognosis depends University of Toulouse, Inserm, UPS, Toulouse, France; 2Cognitive on the timing of the diagnosis, (possible) comorbid disorders (and their diagnosis), the variability of Neurosciences Laboratory, CNRS-Aix signs and symptoms (number and intensity), and the nature and frequency of the interventions Marseille University, Marseille, France; individuals receive. We therefore chose to investigate the signs and symptoms, diagnosis, and 3Pediatric Neurology Unit, Children’s Hospital, Purpan University Hospital, rehabilitation of both DCD and developmental dysgraphia, which continues to receive far too little Toulouse, France; 4EuroMov Laboratory, attention in its own right from researchers and clinicians.
    [Show full text]
  • Developmental Coordination Disorder and Dysgraphia
    Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, Jean-Michel Albaret, Yves Chaix To cite this version: Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, et al.. De- velopmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabil- itation. Neuropsychiatric Disease and Treatment, Dove Medical Press, 2019, 15, pp.1873-1885. 10.2147/NDT.S120514. hal-02177153 HAL Id: hal-02177153 https://hal.archives-ouvertes.fr/hal-02177153 Submitted on 8 Jul 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Neuropsychiatric Disease and Treatment Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation This article was published in the following Dove Press journal: Neuropsychiatric Disease and Treatment Maëlle Biotteau 1 Abstract: Developmental coordination disorder (DCD) is a common and well-recognized Jérémy Danna 2 neurodevelopmental disorder affecting approximately 5 in every 100 individuals worldwide. It Éloïse Baudou 3 has long been included in standard national and international classifications of disorders (especially Frédéric Puyjarinet 4 the Diagnostic and Statistical Manual of Mental Disorders).
    [Show full text]
  • Dyslexia FACT SHEET
    Dyslexia FACT SHEET Dyslexia affects about 15 to 20 percent of the population, making level overview of dyslexia for Colorado educators and parents, it the most commonly diagnosed learning disability. Although focusing on what dyslexia is, how it impacts our students, dyslexia impacts many of our students, it remains one of the least what to look for and basic instructional implications. understood disabilities. This document provides a high- Dyslexia is Brain-Based Brain imaging studies have shown brain differences between people with and without dyslexia. These differences occur in areas of the brain involved with key reading skills. For individuals with dyslexia, areas of the brain involving reading may not function in the same ways that they do in individuals without dyslexia. Key Features of Dyslexia Individuals with dyslexia often have difficulty with phonological processing, spelling and/or rapid naming. Key Features: • Slow inaccurate or labored oral reading (lack of reading • Difficulty with spelling may be recognized as an inability to fluency) efficiently write the letters comprising words from memory. • Difficulty with phonological processing is the inability to Increased time needed to spell words and spelling errors may effectively decode letters into blended sounds to form words. be apparent. A fundamental phonological processing problem may “block” • Difficulty with rapid naming may be evident when it is access to other more advanced aspects of reading, such as increasingly difficult to quickly retrieve the speech sounds and word identification and comprehension. the correct letter order patterns required to be an efficient reader or speller. FACTS Dyslexia affects the brain areas associated with detection and Dyslexia has a range of severity.
    [Show full text]
  • Dysgraphia: How It Affects a Student’S Performance and What Can Be Done About It
    Dysgraphia: How It Affects A Student’s Performance and What Can Be Done About It Alyssa L. Crouch Jennifer J. Jakubecy A Case Study Published in TEACHING Exceptional Children Plus Volume 3, Issue 3, January 2007 Copyright © 2007 by the author. This work is licensed to the public under the Creative Commons Attribution License. Dysgraphia: How It Affects A Student’s Performance and What Can Be Done About It Alyssa L. Crouch Jennifer J. Jakubecy Abstract The purpose of this study was to apply two techniques, drill activities and fine motor ac- tivities, to find whether they help improve the handwriting of a student with dysgraphia. This action research used an ABAB single subject design to find which technique worked better over an eight-week period. The results were inconclusive on which technique worked better. However, the combination of both improved the subject’s handwriting and increased his score by 50%. Therefore, this study suggests that using both techniques can help improve the problems associated with dysgraphia, especially in the area of handwrit- ing. Keywords handwriting, dysgraphia SUGGESTED CITATION: Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about it. TEACHING Exceptional Children Plus, 3(3) Article 5. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol3/iss3/art5 “The ability to write is truly one of the most ing difficulties can be included under the la- important factors in the academic process.” bel of learning disabilities. Another reason is Timothy Dikowski that there is no consensus in the field on one definition or identification process for dys- Introduction graphia.
    [Show full text]
  • The Basics About the 3 D's: Learning Disabilities
    THE BASICS ABOUT THE 3 D’S: LEARNING DISABILITIES Cathy Johnson, M.A., C.C.C, S.L.T Licensed Speech/Language Pathologist Structured Literacy Teacher Speech, Language and Learning Center Johnson Academy of Therapeutic Learning Disclosure Neither I nor any member of my immediate family has a financial relationship or interest (currently or within the past 12 months) with any proprietary entity producing health care goods or services consumed by, or used on, patients related to the content of this CME activity. I do not intend to discuss an unapproved/investigative use of a commercial product/device. Agenda ● Three types of learning disabilities: Dyslexia, Dysgraphia, and Dyscalculia ● Definitions ● Signs and symptoms ● Frequently co‐occurring disorders to be aware of: ADHD (30% of those with dyslexia have coexisting AD/HD) &/or APD Learning Disabilities • Problems with age appropriate reading, spelling, and/or writing • A learning disability is not about how smart a person is but more about how they process sounds and language • Most people diagnosed with learning disabilities have average to superior intelligence Definition of Dyslexia ● Dyslexia is no longer diagnosed with regard to an IQ discrepancy. ● We have known this from research that came out in the early 1990s (e.g., Siegel 1992). ● This was officially changed in the DSM‐5 (2013). Definition of Dyslexia- IDA definition average to above average intellectual ability with an unexpected difficulty in reading 1. Dyslexia is a language‐based learning disability. 2. Dyslexia is hereditary and lifelong. 3. Dyslexia is more common than many people think. 4. Before school starts, dyslexia may not be obvious.
    [Show full text]
  • Why Children with Dyslexia Struggle with Writing and How to Help Them
    LSHSS Tutorial Why Children With Dyslexia Struggle With Writing and How to Help Them Michael Hebert,a Devin M. Kearns,b Joanne Baker Hayes,b Pamela Bazis,a and Samantha Coopera Purpose: Children with dyslexia often have related writing quality (e.g., handwriting and executive function), we examined difficulties. In the simple view of writing model, high-quality recent meta-analyses of writing and supplemented that by writing depends on good transcription skills, working memory, conducting forward searches. and executive function—all of which can be difficult for Results: Through the search, we found evidence of effective children with dyslexia and result in poor spelling and low remedial and compensatory intervention strategies in spelling, overall writing quality. In this article, we describe the transcription, executive function, and working memory. challenges of children with dyslexia in terms of the simple Some strategies included spelling using sound-spellings view of writing and instructional strategies to increase and morphemes and overall quality using text structure, spelling and overall writing quality in children with dyslexia. sentence combining, and self-regulated strategy development. Method: For spelling strategies, we conducted systematic Conclusions: Many students with dyslexia experience writing searches across 2 databases for studies examining the difficulty in multiple areas. However, their writing (and even effectiveness of spelling interventions for students with reading) skills can improve with the instructional strategies dyslexia as well as including studies from 2 meta-analyses. identified in this article. We describe instructional procedures To locate other instructional practices to increase writing and provide links to resources throughout the article. tudents with dyslexia often also have writing diffi- impacts the underlying process for both the reading and culties.
    [Show full text]
  • Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias
    12/2/2016 This is your Brain….. Dysgraphia 101 Laura Dowdy, Stefanie Perry and Kelly Elias This is your Brain Reading and Writing • Orthographic Coding: how the brain pays attention to, visually remembers and codes Orthographic Coding words and word parts relating them to spoken words (thru vs through) • Phonological Coding: segmenting spoken words (word sounds) into units, relate them to how the brain pays attention to, visually units in written words – breaking words apart and putting back together remembers and codes words and word parts • Morphological Coding: coding of base words (“root”) with suffixes and prefixes, for relating them to spoken words (thru vs through) example – corner vs builder • Verbal Working Memory – working memory that allows you to store and process letters and written words, listening comprehension and written sentences • RAN – measures ability to name familiar symbols/single letters, letter groups or words that are repeated across rows both accurately and rapidly • RAS – measures executive function of switching categories (attentional switches) an different 1 12/2/2016 quieter ei telescope sc preapproved er 2 12/2/2016 exclamation ti Phonological Coding Now your turn segmenting spoken words (word sounds) into • Drum roll please……… units, relate them to units in written words – breaking words apart and putting back together Morphological Coding Now Your Turn coding of base words (“root”) with suffixes and Movement Move prefixes, for example – corner vs builder Imaginary Imagine Sentence Sent Reality Real Depth
    [Show full text]
  • Shallow Vs Non-Shallow Orthographies and Learning to Read Workshop 28-29 September 2005
    A Report of the OECD-CERI LEARNING SCIENCES AND BRAIN RESEARCH Shallow vs Non-shallow Orthographies and Learning to Read Workshop 28-29 September 2005 St. John’s College Cambridge University UK Co-hosted by The Centre for Neuroscience in Education Cambridge University Report prepared by Cassandra Davis OECD, Learning Sciences and Brain Research Project 1 Background information The goal of this report of this workshop is to: • Provide an overview of the content of the workshop presentations. • Present a summary of the discussion on cross-language differences in learning to read and the future of brain science research in this arena. N.B. The project on "Learning Sciences and Brain Research" was introduced to the OECD's CERI Governing Board on 23 November 1999, outlining proposed work for the future. The purpose of this novel project was to create collaboration between the learning sciences and brain research on the one hand, and researchers and policy makers on the other hand. The CERI Governing Board recognised this as a risk venture, as most innovative programmes are, but with a high potential pay-off. The CERI Secretariat and Governing Board agreed in particular that the project had excellent potential for better understanding learning processes over the lifecycle, but that ethical questions also existed. Together these potentials and concerns highlighted the need for dialogue between the different stakeholders. The project is now in its second phase (2002- 2005), and has channelled its activities into 3 networks (literacy, numeracy and lifelong learning) using a three dimensional approach: problem-focused; trans-disciplinary; and international.
    [Show full text]
  • Phonological and Visual Processing Deficits Can Dissociate In
    Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies Sylviane Valdois, Marie-Line Bosse, Bernard Ans, Serge Carbonnel, Michel Zorman, Danielle David, Jacques Pellat To cite this version: Sylviane Valdois, Marie-Line Bosse, Bernard Ans, Serge Carbonnel, Michel Zorman, et al.. Phonolog- ical and visual processing deficits can dissociate in developmental dyslexia: Evidence from twocase studies. Reading and Writing, Springer Verlag, 2003, 16, pp.541-572. hal-00826014 HAL Id: hal-00826014 https://hal.archives-ouvertes.fr/hal-00826014 Submitted on 27 May 2013 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies Sylviane Valdois*, Marie-Line Bosse*, B. Ans*, S. Carbonnel*°, Michel Zorman** D. David *** & Jacques Pellat *** * Laboratoire de Psychologie Expérimentale (UMR 5105, CNRS) Université Pierre Mendès France, Grenoble ** Laboratoire Cogni-sciences et apprentissage, IUFM et Université
    [Show full text]
  • Dysgraphia Madeline Brown Southeastern University - Lakeland, [email protected]
    Southeastern University FireScholars Classical Conversations Spring 2019 Dysgraphia Madeline Brown Southeastern University - Lakeland, [email protected] Follow this and additional works at: https://firescholars.seu.edu/ccplus Part of the Disability and Equity in Education Commons, Elementary Education Commons, and the Special Education and Teaching Commons Recommended Citation Brown, Madeline, "Dysgraphia" (2019). Classical Conversations. 2. https://firescholars.seu.edu/ccplus/2 This Term Paper is brought to you for free and open access by FireScholars. It has been accepted for inclusion in Classical Conversations by an authorized administrator of FireScholars. For more information, please contact [email protected]. Brown !1 Madeline Brown Professor Veach CC ENG 1233 22 MAR 2019 Dysgraphia Introduction Envision a kindergarten student sitting in school with an assignment to copy. As she sits down, she already knows the challenge writing presents for her but does not speak up or say anything because this time probably will not be any different than when she requested help before. She has been labeled as a lazy writer and has never had the most readable handwriting. All of the other children around her finish the assignment and she inevitably she remains unable to complete the first sentence. This scene does not have to play out this way. Students in schools across the world are created uniquely with different strengths and weaknesses. Teacher to student ratio, few learning disability training resources, and confusion regarding whether a child has a legitimate learning challenge all contribute to the inability of schools to accurately detect early learning disabilities (Judd 97). Without proper training, some difficult to identify diagnoses of childhood learning and behavioral struggles include but are not limited to; Dyslexia, Autism, Dyspraxia, Attention Deficit Disorder, Dyscalculia, and Dysgraphia.
    [Show full text]
  • Dyslexia Or Ld in Reading: What Is the Difference?
    DYSLEXIA OR LD IN READING: WHAT IS THE DIFFERENCE? Anise Flowers & Donna Black, Pearson Dyslexia or LD in Reading? TCASE 2017 Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type) International Dyslexia Association Dyslexia is a specific learning disability that is neurological in origin. It is characterized by Dyslexia or LD in Reading: What difficulties with accurate and/or fluent word is the Difference? recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of Presented by effective classroom instruction. Secondary Anise Flowers, Ph.D. Donna Black, LSSP consequences may include problems in reading comprehension and reduced reading experience TCASE that can impede growth of vocabulary and January 2017 background knowledge. Presentation Title Arial Bold 7 pt 1 2 Dyslexia Identification and Services in Texas Dyslexia Definition (in Texas) Texas Education Code (TEC)§38.003 defines Texas Education Code (TEC)§38.003 definition: dyslexia and mandates testing and the provision of 1. “Dyslexia” means a disorder of constitutional instruction origin manifested by a difficulty in learning to State Board of Education (SBOE) adopts rules and read, write, or spell, despite conventional standards for administering testing and instruction instruction, adequate intelligence, and TEC §7.028(b) relegates responsibility for school sociocultural opportunity. compliance to the local school board 2. “Related disorders” include disorders similar to or 19 (TAC)§74.28 outlines responsibilities of districts related to dyslexia such as developmental auditory and charter schools in the delivery of services to imperceptions, dysphasia, specific developmental students with dyslexia dyslexia, developmental dysgraphia, and The Rehabilitation Act of 1973, §504, establishes developmental spelling disability.
    [Show full text]
  • Dyslexia and Mathematics
    Dyslexia and Mathematics No 2.6 in the series of Supporting Dyslexic Pupils in the Secondary Curriculum By Moira Thomson Supporting Dyslexic Pupils in the Secondary Curriculum by Moira Thomson DYSLEXIA AND MATHEMATICS Published in Great Britain by Dyslexia Scotland in 2007 Dyslexia Scotland, Stirling Business Centre Wellgreen, Stirling FK8 2DZ Charity No: SCO00951 © Dyslexia Scotland 2007 ISBN 13 978 1 906401 12 2 Printed and bound in Great Britain by M & A Thomson Litho Ltd, East Kilbride, Scotland Supporting Dyslexic Pupils in the Secondary Curriculum by Moira Thomson Complete set comprises 18 booklets and a CD of downloadable material (see inside back cover for full details of CD contents) Foreword by Dr. Gavin Reid, a senior lecturer in the Department of Educational Studies, Moray House School of Education, University of Edinburgh. An experienced teacher, educational psychologist, university lecturer, researcher and author, he has made over 600 conference and seminar presentations in more than 35 countries and has authored, co-authored and edited fifteen books for teachers and parents. 1.0 Dyslexia: Secondary Teachers’ Guides 1.1. Identification and Assessment of Dyslexia at Secondary School 1.2. Dyslexia and the Underpinning Skills for the Secondary Curriculum 1.3. Classroom Management of Dyslexia at Secondary School 1.4. Information for the Secondary Support for Learning Team 1.5. Supporting Parents of Secondary School Pupils with Dyslexia 1.6. Using ICT to Support Dyslexic Pupils in the Secondary Curriculum 1.7. Dyslexia and Examinations 2.0 Subject Teachers’ Guides 2.1. Dyslexia and Art, Craft & Design 2.2. Dyslexia and Drama (Performing Arts) 2.3.
    [Show full text]