The Journal of The Dyslexia Guild Spring 2008 Volume 19 Number 2

In this issue The Inclusion Development Programme

Dyslexia Action goes to the Ballet

Identifying and Supporting Children with Poor Working Memory

Dyslexia Review Spring 2008, Volume 19 Number 2

Dyslexia Review The Journal of the Dyslexia Guild

Editorial Contents

page As many will be aware, Sir Jim Rose was asked by the 4 Identifying and Supporting Children with UK Government to conduct a review of the way that Poor Working Memory schools identify and support pupils with dyslexia. by Susan E Gathercole, Julian G Elliott, Dyslexia Action has been asked to take part in this Tracy P Alloway review in various ways, for example by supplying copies of articles about best practice that have been published 9 The Inclusion Development Programme in Dyslexia Review. What a long way we have come, (IDP) from the time that those in the ‘dyslexia world’ were often by Glenys Heap seen as rather awkward and eccentric, more irritants than experts! And what a great opportunity we now have 11 Creating New Models for Learning: Units to expand and extend best practice so that it can be of Sound: Literacy that fits available to all who need it. And so it seems fitting that by Margaret Rooms the current issue of Dyslexia Review is focusing very much on practice, with a strong emphasis on projects 19 How a Dyslexic Adult Learns to Sign with which Dyslexia Action has been involved. Rest by Deborah Turner assured that this inward-looking bias will be redressed in our next issue which will contain selected papers from 21 Addressing the Schools Language Crisis the BDA International Conference. We would welcome by Peter Kelway feedback on the contents of Dyslexia Review as well as submissions of articles and requests for information. For 26 NEVERODDOREVEN this issue, you will see that we are experimenting with a By John Rack column from a resident ‘Assessment Agony Aunt’ - we’ll keep it going if we get a positive response. 30 Dyslexia and the Brain that Thinks John Rack Outside the Box by Maryanne Wolf

Editor: John Rack 32 Dyslexia Action Goes to the Ballet Editorial by Christine Young Committee: Steve Chinn Estelle Doctor Anne Sheddick 33 Psych’s Corner Margaret Snowling by Mrs Jax de Action

35 Book Reviews Dyslexia Review is published three times a year by

Dyslexia Action Park House, Wick Road, Egham, Surrey, TW20 0HH Cover: Cover: White Lodge in Richmond Park is T 01784 222 300 home to the Royal Ballet School www.dyslexiaaction.org.uk

©Dyslexia Action 3 Dyslexia Review Spring 2008, Volume 19 Number 2

Identifying and Supporting Children with Poor Working Memory

Susan E Gathercole, Julian G Elliott, Tracy P Alloway

Poor working memory skills are relatively commonplace sub-systems that include specialised stores for verbal in childhood, and have a substantial advance impact on and visuo-spatial material and an attentional component children’s learning. This article describes the profile of that controls activity within working memory (see cognitive and behavioural characteristics associated with Baddeley, 2000). working memory, methods for assessing working memory skills, and ways of supporting the learning Box 1: Examples of activities that require working needs of children affected by this problem. memory

Nathan is a 6-year old child in the second full-time year ¥ Following directions such as When you pass the of school who is working in the lowest ability groups in church on the left, turn immediately right and then both reading and maths, and is struggling with many take the second left. classroom activities. He often fails to follow instructions ¥ Adding up and remembering the total amount spent such as ‘Put your sheets on the green table, arrow cards as you select items from shelves at the supermarket in the packet, put your pencil away and come and sit on and add them to your basket. the carpet’; typically, he will complete the first part of the ¥ Remembering to measure and combine the correct instruction and proceed no further. He also makes errors amounts of ingredients (rub in 50g of margarine and in activities that involve remembering even small 100g of flour, then add 75g of sugar) when the amounts of information at the same time as processing recipe is no longer in view. other material. Often, he loses his place in complex ¥ Following instructions such as this: First of all, take tasks, making errors such as skipping important steps or the green cube. Next, put the red cube on the tower. repeating them. Nathan’s teacher says that he has a The third cube should be orange. The fourth one is short attention span, and is easily distracted. blue. The last one is brown. Let me see your tower. Is it like mine? Many teachers have pupils with similar profiles of behaviour and achievement to this child, but are unlikely to know that they have poor working memory, a problem Working memory has two properties that are extremely shared by approximately 10% of children in the important for a child trying to learn in school. First, it is population. Nathan, a child who came to our attention limited in capacity: there is only so much information that through routine screening, has not been diagnosed as can be held in working memory, and it is rapidly lost having a developmental disorder but is making slow when our attention is turned away from it either due to progress in most areas of classroom learning. In the an unrelated thought springing to mind or through an years to come, it is likely that he will be identified as external distraction. There is substantial variation in having special education needs in reading and maths in working memory capacity between individuals, with some primary school, of poor educational achievements at children and adults able to store much less information secondary level, and of entering adult life with few than others. Second, overload or distraction leads to academic qualifications. complete and catastrophic loss of information from working memory. This mental workspace is therefore not This child is typical of the hundreds that we have only useful and flexible, but also very fragile. Individuals encountered in schools in recent years as part of our with poor capacities in particular will therefore struggle research on the consequences of poor working memory greatly to meet the heavy working memory loads of on learning and behaviour. Before considering the many situations, particularly in the classroom. detailed characteristics of such children more systematically, it is important to describe what we mean Recognising a child with poor working memory in here by working memory. This is a term that is widely the classroom used to refer to a memory system that provides a kind of Most of the children who fall in the lowest 10% in terms mental jotting pad storing information necessary for of their working memory show the characteristics everyday activities such as remembering telephone outlined in Box 2. When identified via routine screening, numbers, following directions, and keeping track of the gender balance is fairly even, with a slightly greater shopping list items while supermarket shopping (see proportion of males than females. The behavioural profile Box 1). Working memory consists of several interacting of the children is fairly constant and unlike disorders 4 Dyslexia Review Spring 2008, Volume 19 Number 2

such as ADHD, tends not to fluctuate markedly from time identified via routine screening are rarely described by to time or day to day. The children also do not show the their teachers as having memory problems (Gathercole high levels of either oppositional or hyperactive and et al., 2006). Rather, they typically report the children as impulsive behaviour associated with ADHD (Gathercole, having attentional problems, using descriptions such as Alloway, Kirkwood, Elliott, Holmes, & Hilton, 2008). ‘it’s in one ear and out of the other’ and ‘just doesn’t However, it should be noted that the majority of children listen to a word I say’. These descriptions fit well with with the combined subtype of ADHD that is the most recent evidence that individuals with low working commonly diagnosed category in the UK do have memory spans were much more likely to engage in working memory problems and the associated cognitive mind-wandering when engaged in demanding cognitive problems of the children described here (Alloway, activities (Kane, Brown, McVay, Silvia, Myin-Germerys, & Gathercole, Place, Elliott and Hilton, submitted). Kwapil, 2007). This phenomenon has been termed zoning out, and appears to be a hallmark of situations in which working memory is so overloaded that it is no Box 2: Typical profile of a child with poor working longer possible to keep in mind the information needed memory to guide an ongoing mental activity. It seems likely that the inattentiveness of children with poor working memory ¥ Normal social relationships with peers arises for just this reason: the children lose the crucial ¥ Reserved in group activities information needed to guide the ongoing activity, and so ¥ Poor academic progress in reading and maths shift attention away from the task in hand. In this way, ¥ Difficulties in following instructions memory loss may masquerade as failures of attention. ¥ Problems with learning activities that require both storage and processing Assessing working memory problems ¥ Place-keeping difficulties Techniques developed in recent years provide a ¥ Appears to be inattentive, have short attention span, reasonable degree of choice in the nature and level of and to be distractible detail of the working memory assessment, which are now also open to a wider range of users. One new development is that working memory problems can now The majority of children with poor working memory are been assessed indirectly, using knowledge of the slow to learn in the areas of reading, maths, and children’s classroom behaviours. Behaviour rating scales science, across both primary and secondary school are now available that require teachers to rate the years (Gathercole & Alloway, 2008; Gathercole & frequency of problem behaviours associated with poor Pickering, 2000; Gathercole, Pickering, Ambridge, & working memory. Two scales that are useful are the Wearing, 2004; Gathercole, Alloway, Knight, & Working Memory Rating Scale for Children (Alloway, Stegmann, 2004; Jarvis & Gathercole, 2003). The key Gathercole, & Kirkwood, 2008), and the Working issue is: why? We suggest that the learning difficulties Memory subscale of the Behaviour Rating Inventory of faced by these children arise because they are unable to Executive Function (Gioia, Isquith, Guy, Kenworthy, meet the memory demands of many structured learning 2000). activities (Gathercole & Alloway, 2008). As a consequence, their working memory becomes The remaining methods assess working memory skills overloaded and the crucial information that is needed to more directly. Many standardised ability test batteries guide the ongoing activity Ð such as the sentence they include two measures of working memory, forward and are attempting to write, or the sequence of instructions backward digit span. Of the two, backward digit span they need to follow - is lost (Gathercole, Durling, Evans, provides the more sensitive assessment of general Jeffcock, & Stone, in press). Because information is working memory capacity due to its requirement not only permanently lost from working memory through overload to store the digits but also to mentally reverse their or distraction, it will not be possible for the child to sequence, which imposes substantial burden on the proceed with the activity and to see it through to a attentional component of working memory. A child successful conclusion unless he or she is able to access scoring at low levels (say, more than 1 SD below the again the critical task information that is needed. The mean) on backward digit recall has a high likelihood of child is therefore forced either to guess at this point (a having poor working memory. Of the general ability test strategy that is likely to lead to errors) or to abandon the batteries, the most comprehensive assessment is task before its completion. Activity failures such as these provided by the Working Memory Index (WMI) of the represent missed learning opportunities for the child and Wechsler Intelligence Scales for Children (4th edn, the more frequently they occur, the more that learning Wechsler, 2004), based on 3 subtest scores Ð forward will be delayed. and backward digit recall, and letter-number sequencing. In our experience, almost all children with poor working One striking finding across many studies has been that memory will obtain low WMI scores (Alloway et al., the children with poor working memory that we have 2008). 5 Dyslexia Review Spring 2008, Volume 19 Number 2

One limitation of the working memory measures from memory assessments provide valuable prospective general ability test batteries is that they are almost indicators at school entry of children at risk of poor exclusively verbal in nature and typically use digits as academic progress over the coming school years memory items. The problem with such assessments is (Gathercole, Brown, & Pickering, 2003). that individuals who have particular problems in processing numerical information are likely to under- Providing learning support perform on such assessments for reasons other than The next step after establishing that a child has poor poor working memory capacity. These tests also fail to working memory is to find ways of overcoming the slow incorporate other aspects of the child’s working memory, learning progress that accompanies this condition. There such as the ability to store and manipulate non-verbal have been important recent advances in such support material. and, although their efficacy and practical impact on classroom learning has still to be fully evaluated, they To provide a broader evaluation of a child’s profile of appear to offer considerable promise either singly or in working memory strengths and weaknesses, specialised combination. working memory test batteries such as the Working Memory Test Battery for Children (Pickering & Classroom-based support. We have recently Gathercole, 2001) and the Automated Working Memory developed a classroom-based approach to supporting Assessment (AWMA, Alloway, 2007) can be used. Both children with poor working memory problems. This include verbal memory tests involving digit and non-digit approach is designed to avoid working memory overload stimuli, and also incorporate tests of non-verbal memory in structured learning activities, and is organised around using stimuli such as spatial patterns and movement the set of principles derived both from cognitive theory sequences. The AWMA is a computerised assessment and from classroom practice that are summarised in with automated scoring that is appropriate for use by Table 1. Following training and support, teachers learn teachers as well as psychologists, and also incorporates how to recognise task failures due to working memory visuo-spatial complex memory tests. This breadth of overload, monitor the child for these failures, evaluate assessment produces a working memory profile for the working memory loads and reduce as necessary when child that can, for example, distinguish between core memory failures arise, re-present information to the child working memory deficits that generalise across all if necessary, encourage the use of memory aids, and domains (which is most typical for children with poor develop the child’s strategies to support memory. Working working memory) and less balanced patterns of deficit examples and case studies in our book Working memory that are more severe for either verbal material (Archibald and learning: A practical guide for teachers (Gathercole & & Gathercole, 2006) or visuo-spatial material (Archibald Alloway, 2008) illustrate the ways in which this can be & Alloway, in press). Knowing the profile of working achieved. A particular strength of this approach is that it is memory strengths and weaknesses is particularly useful integrated with the current delivery of the curriculum, and in identifying effective learning support for individual has been effectively applied for groups of children with children. Finally, it should be noted that these working poor working memory as well as individuals.

Table 1. Principles of the classroom-based working memory approach

Principles Further information Recognise working memory failures Warning signs include incomplete recall, failure to follow instructions, place-keeping errors, and task abandonment Monitor the child Look out for warning signs, and ask the child Evaluate working memory loads Heavy loads caused by lengthy sequences, unfamiliar and meaningless content, and demanding mental processing activities Reduce working memory loads Reduce the amount of material to be remembered, increase the when necessary meaningfulness and familiarity of the material, simplify mental processing, and restructure complex tasks Repeat important information Repetition can be supplied by teachers or fellow pupils nominated as memory guides Encourage use of memory aids These include wall charts and posters, useful spellings, personalised dictionaries, cubes, counters, abaci, Unifix blocks, number lines, multiplication grids, calculators, memory cards, audio recorders, and computer software Develop the child’s own strategies to These include asking for help, rehearsal, note-taking, use of long-term support memory memory, and place-keeping and organisational strategies

6 Dyslexia Review Spring 2008, Volume 19 Number 2

Working memory training. An alternative approach that References also looks very promising involves the direct training of Alloway T P (2007) working memory skills. Robomemo (CogMed, 2006) is a Automated Working Memory Assessment Harcourt London computerised training programme designed to enhance working memory through intensive practice in activities Alloway T P Gathercole S E & Kirkwood H J (2008) Working memory rating scale for children that tax working memory. Key features of this Harcourt London programme are that the child works at his or her Archibald L M & Alloway T P (in press) maximum working memory capacity on a near-daily Comparing Language Profiles: Children with Specific basis for about 35 minutes a day for 6 weeks, in a high- Language Impairment and Developmental Coordination quality graphics environment with multiple motivational Disorder features. Working memory performance has been found International Journal of Communication and Language Disorders to be substantially enhanced by Robomemo both in children with ADHD (Holmes, Alloway Gathercole, et al., Archibald L M & Gathercole S E (2006) 2008; Klingberg, Fernell, Oleson, Johnson, Gustafsson, Short-term and working memory in Specific Language Impairment International Journal of Communication Dahlstrom et al., 2005) and in children with poor working Disorders 41 675-693 memory (Holmes, Gathercole, Dunning, & Elliott, 2008). Baddeley A D (2000) Inattentive behaviours are also reduced by the training. The episodic buffer: A new component of working As yet, the precise source of the improvement in working memory? memory performance in training is not fully understood, Trends in Cognitive Sciences 4 417-423 and may arise from enhancement in basic memory Gathercole S E & Alloway T P (2008) capacity, strategies, or both. Working memory and learning: A practical guide for teachers Sage Publishing Summary Working memory problems are relatively common during Gathercole S E Alloway T P Kirkwood H J Elliott, J G Holmes J childhood, and are typically associated with poor & Hilton K A (2008) Attentional and executive behavioural profiles of children academic learning. This article has described a number with poor working memory of important recent advances in understanding the Learning and Individual Differences 18 pp214-223 problems faced by these children and in identifying ways Gathercole S E Brown L & Pickering S J (2003) of supporting them in education. The behavioural and Working memory assessments at school entry as cognitive profile of these children has now been longitudinal predictors of National Curriculum attainment established, sensitive measures to detect the children levels Educational and Child Psychology, 20, 109-122 and identify their working memory strengths and weaknesses are now available, and new methods to Gathercole S E Durling M Evans S Jeffcock & S Stone (in press) support and overcome the working memory problems Working memory abilities and children’s performance in are currently being developed. Further information about laboratory analogues of classroom activities our work in this area is available at Applied Cognitive Psychology www.york.ac.uk/res/wml. Gathercole S E Lamont E & Alloway T P (2006) Working memory in the classroom. In: S Pickering & G Susan E Gathercole, Julian G Elliott and Tracy P Alloway Phye (Eds) Working memory and education Academic Press

Susan E Gathercole is Professor of Psychology at the Gathercole S E & Pickering S J (2000) Working memory deficits in children with low University of York, Julian G Elliott is Professor of achievements in the national curriculum at seven years Education at the University of Durham and Tracy P of age Alloway is a post-doctoral researcher at the University of British Journal of Educational Psychology 70 177-194 Durham. Gathercole S E Pickering S J Knight C & Stegmann Z (2004) Working memory skills and educational attainment: Acknowledgments Evidence from National Curriculum assessments at 7 The research described in this article was supported by and 14 years of age Applied Cognitive Psychology 40 1-16 the Economic and Social Research Council, the Medical Research Council, and the British Academy. Gioia G A Isquith P K Guy S C & Kenworthy L (2000) Behavior Rating Inventory of Executive Function Psychological Assessment Resources Inc: Florida USA A version of this article first appeared in The Holmes J Gathercole S E Dunning D L & Elliott J (2008) Psychologist and is reproduced with their kind Working memory deficits can be overcome: Impacts of permission. training and medication on working memory in children with ADHD Manuscript submitted for publication

7 Dyslexia Review Spring 2008, Volume 19 Number 2

Holmes J Alloway T P Gathercole S E Hilton K A Place M Klingberg T Fernell E Oleson P J Johnson M Gustafsson P Elliott J G (2008) Dahlstrom K et al (2005) Working memory and executive function profiles in Computerized training of working memory in children children with low working memory and children with with ADHD - A randomized, controlled trial. ADHD Journal of the American Academy of Child and Manuscript submitted for publication Adolescent Psychiatry 44 177-186 Jarvis H L & Gathercole S E (2003) Wechsler D (2004) Verbal and non- verbal working memory and Wechsler Scale of Intelligence for Children (Fourth achievements on national curriculum tests at 11 and 14 Edition) years of age London: Harcourt Assessment Educational and Child Psychology 20 123-140 Materials Kane M J Hambrick D Z Tuholski S W Wilhelm O Payne T W & Robomemo www.cogmed.com Engle R W (2004) The generality of working-memory capacity: A latent- Working Memory Test Battery for Children (WMTB-C) variable approach to verbal and visuo-spatial memory The Psychological Corporation span and reasoning Journal of Experimental Psychology: General 133 189-217

Would YOU like to teach for Dyslexia Action? Northern Region: J Keogan If you have trained with us or on a similar ¥ recognised course and would like to teach within T 01423 705605 our organisation, we would be happy to discuss E [email protected] this with you. Central Region: Helen Boyce Our improved salary structure and excellent T 02476 224082 ¥ Inservice training will make teaching with Dyslexia E [email protected] Action a wise choice. Southern Region: M Saunders If you would like to discuss this further, please T 01784 7222348 ¥ contact: E [email protected]

8 Dyslexia Review Spring 2008, Volume 19 Number 2

The Inclusion Development Programme (IDP)

Glenys Heap

The purpose of the IDP is to deliver a programme of INTRODUCTION

Continuing Professional Development (CPD) designed to BACKGROUND INFORMATION strengthen the expertise and confidence of teachers and teaching assistants in primary and secondary schools to Guidance for Heads and Leadership Teams ensure the progress and achievement of children with special educational needs. The IDP aims to raise DYSLEXIA SLCN awareness of specific learning difficulties, improve the UNIT 1: Overview of Speech, UNIT 1: What are Specific school and classroom environment and change teaching Language and Communication Learning Difficulties? approaches. By doing this the IDP will develop inclusive Needs practice and enable staff to both improve practice for all BARRIERS children and develop more strategic approaches to meet the needs of individual children. DYSLEXIA SLCN

UNIT 2: What is dyslexia? UNIT 2: What are Speech, Language and Communication The first phase of the programme focuses on Speech, Needs? Language and Communication Needs (SLCN) and UNIT 3: Barriers to learning for dyslexic pupils UNIT 3: Barriers to learning Dyslexia. Future phases will focus on ASD, BESD and experienced by pupils with cognition. The materials have been developed by the SLCN

National Strategies and I CAN and Dyslexia Action OVERCOMING BARRIERS (respectively), working in partnership with a steering SLCN group supported by a number of stakeholders. DYSLEXIA

UNIT 4: Identifying pupils UNIT 4: Identifying pupils

The IDP roll out to Primary and Secondary schools is UNIT 5: Making adjustments UNIT 5: Making adjustments being managed by the National Strategies, working UNIT 6: Alternative strategies UNIT 6: Alternative strategies through their framework of consultants, SEN strategic UNIT 7: The dyslexia friendly UNIT 7: The communication leads in Local Authority Children’s Services in all the school friendly school

UNIT 8: Planning English regions. Each LA and school will be able to UNIT 8: Planning implement the training, presented through DVDs and web based resources in a way to suit their structure and LIBRARY needs. The Pathfinders In December 2007, there were 8 regional meetings to I CAN, Dyslexia Action, The Communication Trust and explain the purpose of the IDP materials to the SEN the No To Failure Trust Group are supporting strategic leads, with the intention of ensuring the implementation of the IDP in some pathfinder sites. The presence of an IDP ‘responsible person’ in each purpose of the IDP Pathfinder Sites is to work authority. The materials are being disseminated to the collaboratively with Local Authority Children’s Services SEN strategic leads in spring 2008. Authorities and/or clusters of mainstream primary and secondary schools to support the implementation of the The Materials IDP and to provide exemplars and guidance for Local The materials have been written with the non-specialist Authority Children’s Services Authorities to support their school practitioner in mind. They will be presented on an use of the programme. interactive DVD and will also be web-based. The materials are split into eight units under the headings of: The Pathfinder Sites will explore with schools and Local Background information; Barriers; Overcoming barriers. Authority Children’s Services some alternative models for There is also a library of resources. delivering and embedding the programme. These models will complement the work of the new Regional Hubs and Practitioners will be encouraged to interact with the links with that initiative will be developed to support materials through an initial self-assessment within each learning. unit and then to collaborate with colleagues in a co- coaching situation. There will also be the opportunity to Objectives will be to: contribute to a personal portfolio which will provide ¥ Develop effective dissemination models, which will be evidence of CPD. shared through case studies of Pathfinder activity 9 Dyslexia Review Spring 2008, Volume 19 Number 2

¥ Demonstrate some different ways the programme can after school staff development time. be delivered, creating options for schools so that they have a choice to suit their needs Teachers/ teaching assistants will be set up to work ¥ Establish effective routes for engaging specialists from together using a buddy system, with teachers paired the LAs, voluntary sector and NHS (speech and according to their prior knowledge and experience of language therapy) in the IDP dyslexia or SLCN. ¥ Using the best practice strategies promoted in the IDP, demonstrate personalised support for children with Working within a computer suite and in pairs, teachers dyslexia and SLCN in mainstream classrooms will have the opportunity to discuss the materials with ¥ Map the intended outcomes of the IDP against a specialist on hand to answer questions and take frameworks of competencies in the two specialisms them through the modules. We may find that many and measure changes in competencies (using the teachers know more than they think and that frameworks) subsequent to Pathfinder activity. confirmation and reminders will help to boost their ¥ Assess whether the IDP increases the number of confidence. teaching staff applying for and taking up further or specialist training and resources For secondary schools those with similar subjects might be encouraged to work together. The outcomes of the Pathfinder activity proposal will provide a subset of the information being used in the A second session would be organised after 4-6 weeks independent 3 year evaluation of the IDP being for the teachers to return and discuss how they had commissioned within a wider evaluation of teacher progressed with the training and how it has changed training activity, by the DCSF and will influence the their practice. dissemination approaches for the subsequent SEN strands which will target resources in the most effective This would be run by the facilitator and would focus on and cost efficient way. the practical aspects of the training and case studies. There would be peer review and peer assessment and Pathfinder models teacher evaluation of the materials. All training models would include the specialist facilitator delivering either the Introduction to Dyslexia or the ¥ Model 3: Using Web Based Forums Introduction to SLCN elements of the IDP. All will conclude with discussion of embedding and sustaining The facilitator introduces, explains and demonstrates IDP activity. the materials to teachers and teaching assistants from schools in the groups, giving them the opportunity to All training would take place in a computer suite (within a work with the materials on computers during the chosen school) where participants could view and session. The web based learning forum is also become familiar with the IDP materials. introduced and demonstrated. Once the teachers are using the materials in the classroom, they can then ¥ Model 1: Cascade delivery to an LA/Cluster use the open forum to discuss their experiences. The training facilitator will act as forum facilitator for an One day of training delivered to representatives of agreed length of time providing guidance and primary schools and one day to representatives of answering specific questions regarding teaching. secondary schools. These representatives to roll out beyond this in all primary and secondary schools in Model 4: Direct delivery of training to staff from 5 their areas. primary schools and 1 secondary plus reflection sessions to learn from each other and review During the day participants will undertake self study implementation. There would also be on-site work in interspersed with question and answer sessions and the schools over a period of six months, delivered by facilitated discussion. Approximately one third of the Dyslexia Action teachers or I CAN teachers and day will be devoted to process, issues and models for speech and language therapists in order to model and cascading the self study resource to further staff embed changes to practice. groups. Glenys Heap ¥ Model 2: Delivery to teacher groups with follow up Glenys Heap is a Senior Training Principal with Dyslexia The materials will be introduced to 15 Ð 20 teaching Action staff from each group of schools (dependent on the The IDP materials may be viewed at: size of the computer suite) within a three hour http.www.standards.dcsf.gov.uk/primary/features/inclusion/ session. This could be done in regular CPD time or in sen/idp 10 Dyslexia Review Spring 2008, Volume 19 Number 2

Creating New Models for Learning: Units of Sound: Literacy that fits

Margaret Rooms

Project Overview compare the results with model two to see the effect of Sixty students were given the Units of Sound: Literacy the initial lessons on motivation and sustainability. that fits (UofS:ltf) programme for 10 weeks to use at home with support from their parents. The students were All students were given baseline testing at the beginning split into three groups: of the project and again after ten weeks consisting of WRAT-4 Reading, Spelling and Reading Model One: This model involves using the UofS:ltf Comprehension. We wanted to see the differences programme at home as well as in a lesson. between the models; what the issues were when working at home; how much support students needed in order to Model Two: The student and helper are introduced to the make good use of the programme at home. programme over 3 initial sessions. Rationale Model Three: This is the stand alone model where the Units of Sound is a PC based literacy intervention students use the programme on their own at home with a programme which focuses on Reading (decoding), parent or helper to support them. Spelling (by analogy), Memory (visual), and Dictation sentences. It is used within Dyslexia Action centres and All students were given baseline testing at the beginning in schools and colleges, mostly in the UK. What makes of the project and again after ten weeks consisting of Units of Sound different from most other structured WRAT-4 Reading, Spelling and Reading Comprehension. literacy programmes is that because up to 80% of the work is carried out independently on a computer there is This was not a controlled experimental study. Instead we no need for expensive 1:1 provision. Again because so were looking at a comparison of the different models, much of the teaching is built into the programme, Units exploring how they worked in practice. of Sound can be used by any teacher or teaching assistant without extensive training Ð although we do The results, whilst bearing in mind the limitations of the recommend a day’s training where possible. study, showed that UofS:ltf can be used as an effective tool for developing literacy skills in the home, with a The natural extension of this programme has to be a minimal amount of support. version that can be used at home with parents supporting their children and so Units of Sound: Literacy Method that fits was developed in Spring 2007. The programme Sixty students, mostly children, were given the Units of is essentially the same as that used in schools with the Sound: Literacy that fits (UofS:ltf) programme for 10 addition of a few key features which enable parents to weeks to use at home with support from their parents. support their children on the programme. These are: The students were split into three groups: ¥Ascreening system which does not require any prior Model One: This model involves using the UofS:ltf knowledge of the student’s reading and spelling skills programme at home as well as in school or in a Dyslexia ¥ ‘Stops’ on the Spelling, Memory and Dictation Action lesson. We are looking here to see the effect programmes whereby the student is not able to increasing the amount of time spent on the programme proceed through the programme before getting a each week has on the rate of progress in literacy. required score of accuracy in these programmes ¥ Audio ‘Helpsound’ on every screen so that if the Model Two: In this model the student is introduced to the student or parent is unsure what to do on that screen, programme by a Dyslexia Action teacher over three Helpsound will tell them. sessions. The parent or helper also attends these sessions so that both student and helper are shown how Why do we need a programme to use at home when to use the different aspects of the programme and have children are in school with trained teachers for five days the opportunity to ask questions. a week? Leaving aside the question of why some children fail to develop literacy skills as fast as their Model Three: This is the stand alone model where the peers in the first few years at school, the issue is Ð once students use the programme on their own at home with a there is a literacy gap how do we find the time to put in parent or helper to support them. We are looking here to the teaching needed to close it during a school day 11 Dyslexia Review Spring 2008, Volume 19 Number 2

which is already full? Also, because there is a literacy literacy needs which we wanted to duplicate here. gap, we probably already need to find extra time to cover curriculum support. So that leaves the time outside of Allocation to model one was predetermined in that they school Ð the time at home. Can we use some of that? had to be already using Units of Sound in school or in a This time is sometimes used for private tutors and Dyslexia Action centre. Allocation to the other two groups attending Dyslexia Action centres but there are many was on a random basis. The students we worked with students unable to access such services due to finance, came from: travel difficulties, parents working etc etc. We wanted to provide a different tool. Something flexible enough that ¥ London Dyslexia Action centre (5) anyone could make good use of if they wanted to. ¥ Bath Dyslexia Action centre (10) ¥ Primary school in Eastbourne (11) Although parents have always helped their children with ¥ London Dyslexia Action centre assessment (10) their schoolwork at home there is often an ¥ Secondary school in Skipton (8) insurmountable barrier when literacy intervention is ¥ Miscellaneous - (9) needed. We know that qualified teachers struggle with this and so the task for parents without the skills to teach Note: the total number of useable records we ended up phonics is daunting. In UofS:ltf the teaching is embedded with was 53 although we conducted initial testing with 65 into the programme and so parents do not have to learn and contacted more than 80. these skills themselves. Instead they need only to provide a quiet environment to work in; to load the Comparison with other studies programme onto a computer and familiarise themselves To try to establish some level of expectation of results we with the programme processes (either via helpsound or need to look at results from comparable studies. An the pdf manual); to conduct a check-reading exercise analysis of results having one year’s tuition with the every 2-3 weeks (hearing the student read a passage Dyslexia Institute across 3 centres (averaging between from the book provided); to provide encouragement and 30 and 45 hours of instruction) gave an increase of 6.4 understanding. SS points for reading and 4.5 for spelling (Rack and Ruddock 2002). Results from the SPELL-IT research are Once the programme was ready we wanted to trial its less clear cut but suggest something like a 2 SS point use in the three different models listed above. This was increase after 48 hours of specialist tuition. (Rack and not necessarily to prove that one model was better than Hatcher 2002). The results from the Home support the others, but to show the flexibility of its use and to programme alone in the SPELL-IT study are not understand the issues relating to each of the models so specifically reported. Results from the Partnership for that we could advise parents appropriately. Literacy programme (unpublished to date) give progress rates of 7 SS points for the lowest 20% of children over 6 The sample months during which they received tuition from TAs Because real life never quite fits the plan, we found supported by a Dyslexia Action teacher. ourselves with a very short lead in time to identify our students; to get the necessary permissions and baseline When control groups are used it is sometimes possible testing completed and still have 10 weeks to work on the to identify greater gains when the control group’s scores programme within the Summer term 07. Initially we actually go down during the intervention period, whereas planned to use 20 year 7 students from a school we the UofS:ltf research was not able to benefit from this were already working in using model 1, but in the event type of analysis. we found that they were not going to be ready in time and so we decided to find an additional 20 students What should we expect? ourselves. We did however include eight students from a Two of the models we are looking at here reflect a ‘light model 2 project in Skipton. touch’ of support. Whilst model 1 includes specialist teaching, the bit of the support researched here is the We did not set out to find a specific range of students as add-on, again the ‘light touch’. Although we produced the material would be on open sale and so anyone could plenty of record sheets, it is very difficult to find out how access it. The criteria therefore was that their literacy fell much time was spent on the programme at home and within the Units of Sound range; that they had been most seem to have followed the recommended minimum identified as having a literacy need; that they had access of one hour a week. So we are looking at about 10 hours to a PC at home; that they wanted to participate; that of independent work, supported by a parent, over a three there was a parent or helper willing to support them. month period. In truth we should not expect very much, if Although many of the students in this project had been any, actual progress in reading and spelling scores identified as dyslexic, we deliberately did not make this a because the input is too little. We did expect an requirement as Units of Sound (the school/college indication of whether or not the programme can fit into programme) has always been used with a wide variety of the home as a learning tool, and whether the information 12 Dyslexia Review Spring 2008, Volume 19 Number 2

given and the intrinsic design of the programme is ‘homework’ of Units of Sound pages were set each sufficient to maintain interest and motivation over that week. period. Results We also expected to find some differences in the data collected from the three different models with an WRAT 4 Standard Score 85% confidence 95% confidence expectation that model three would be the hardest to Reading level level maintain and so should have the highest drop-out rate. Pre-project 83 78-90 75-92 Post-project 88 82-95 80-97 UofS:ltf is a blunter instrument than its school cousin +5 with just 12 entry points to the programme (compared to a theoretical 148 in UofS). We were aware that for a WRAT 4 Standard Score 85% confidence 95% confidence child with a scattered profile in literacy who may be just Spelling level level ‘hanging on’ in key stage 2 or even 3 in school, but who Pre-project 83 77-91 75-93 still has poor automaticity with cvc words, UofS:ltf may Post-project 86 80-93 78-95 place him at the beginning of the programme without the +3 opportunity to ‘jump’ to a higher level quickly. WRAT 4 Standard Score 85% confidence 95% confidence We also expected that for some students this way of Reading level level working wouldn’t be suitable at all – because one size Comprehension can never fit all! Pre-project 92 87-98 85-100 Post-project 97 91-103 89-105 Model One: Units of Sound at home as well as in +5 lessons The sample The initial Standard Score (SS) for reading ranged from Twenty students agreed to take part in the research, 59 to 108; for spelling 63 to 113 and for reading although in the end only 18 results were included as two comprehension 69-115 giving averages of 83, 83 and 92 became uncontactable for the final testing. The students respectively. The high scores of some students reflect came from: the fact that some of these students were coming to the end of the time with Dyslexia Action and that a great deal ¥ London Dyslexia Action centre (5) of progress had already been gained. Not all students ¥ Bath Dyslexia Action centre (10) completed the reading comprehension test due to the ¥ Primary school in Eastbourne (3). time they can take to complete for a meticulous student, and that for others it was just too daunting: these were There were 12 male students and 6 female. Excluding volunteers after all! the one adult taking part, the ages ranged from 8:1 to 13:11 years at the start of the project with an average The results of the final testing showed nominal gains of 5 (mean) age of 10:1 years. SS points on average for reading; 3 for spelling; and 5 for reading comprehension. However, as would be The process expected with such a short period of intervention, none As the students from the London and Bath centres were of the gains are outside of the confidence levels given already known to Dyslexia Action they were identified as and so should be treated with caution. This means that suitable candidates by the centre Principals because: although on paper average gains were recorded, they ¥ they were using Units of Sound as their primary are all within the error limits for uncontrolled factors of a literacy programme test such as how the student was feeling at the time, ¥ they were familiar with all the functions of the how he/she felt about being tested etc. programme ¥ the staff thought they would benefit from the extra Questionnaires work at home The questionnaires given to the students and to the ¥ they were known to have supportive parents who parents at the end of the project tell us what this cohort would be likely to co-operate with the project. thought about working at home as well as in their weekly lessons. Similarly, the three students from the Eastbourne primary school were identified by the staff in the school. Students Initially: 10 students responded to ‘I want to take part because…’ with positive expectations such as: Letters were sent to all of the parents with invitations to ¥ Because it helps me to spell participate in the project. The project was also explained ¥I want to learn more about reading and spelling to their literacy teachers who were asked to ensure that ¥ It might help me. 13 Dyslexia Review Spring 2008, Volume 19 Number 2

Two however responded with: coming here (Dyslexia Action) I would be further ¥My Mum told me to ahead. Some kids don’t like missing so much at ¥ My Mum said I was going to do it. school. I miss double Art every other week ….. I want to come here because I know it helps me but Parents also expected the exercise to be beneficial but sometimes I would rather be in school. gave a strong demonstration of their desire to do the best for their children. One said: Discussion ¥ After Dyslexia Action helping R so much it is nice to This cohort is in many ways a special case because, give something back. mostly, they have already made a commitment to the work of Dyslexia Action (15 out of the 18) and so you Students finally: As expected this group had the least would expect them to co-operate with this project and to problems using the programme at home (because they do their best at home. There were some tensions were already familiar with it), although six reported between students and parents which perhaps would be difficulty in finding a quiet place to work in. less likely to be the case if this was the model used from the start of their lessons - rather than as an add-on part To the question ‘Did the program seem like homework?’ way through. There is some evidence that not having a 8 replied yes and 7 no. A range of responses was: teacher nearby made the students focus a little harder. ¥ Didn’t mind doing it ¥ It was similar to the way you have to sit down and The comments made by the student about missing do it school in order to attend Dyslexia Action lessons goes to ¥ Because I was doing it at home and not in the the heart of the reasons for providing a programme for classroom the home: sometimes there is no alternative to ¥I knew it would help me unlike some of my homework withdrawal Ð but withdrawal can have its own long-term ¥I like doing homework and UofS because it was fun. consequences.

We asked them which of the four programmes they Model Two: start-up sessions plus home use preferred and 9 replied spelling, 5 reading, 3 memory The sample and 0 dictation. We should bear in mind here that not all 21 students agreed to take part and in the end we had the students had started the memory or dictation 20 useable records. The students came from: programmes. ¥Asecondary school near Skipton (8) Finally we asked them if they would continue to use the ¥ London Centre assessments (7) program at home? ¥ Miscellaneous (5) ¥ yes definitely -3 ¥ yes probably -5 There were 13 male students and 7 female. The ages ¥ maybe -9 ranged from 7:8 to 12:11 at the start of the project with ¥ don’t think so -0 an average age of 11:0 years.

The comments to ‘can you tell us what you think about The process using the program at home?’ gave some insight into the In this model, as well as being given the baseline testing issues behind these responses. the students were also shown how to use the programme by a Dyslexia Action teacher, with the parent ¥ It does help quite a lot because you can do it as many present as well. Because these introductory lessons times as you want and it can be suited to your level. were given over three sessions it also allowed all ¥I found some of the words easy or OK to spell but questions to be answered and any initial teething then a hard one would come up that I didn’t know how problems to be ironed out. to do. I’d try changing it but couldn’t (note - check-spelling screen only). Results ¥I can spend time on patterns and words that are Because model 2 effectively involved two separate difficult but I might not go back over in the lesson projects we expected some difficulty in combining the situation. I can revise it until I’ve ‘got it’. There are results. Some of the parameters such as the amount of fewer distractions at home when I’m relaxed. time the children had to work on the programme also ¥ Rather like homework. varied. However, as we were not including the amount of ¥ It’s a good programme - in the top 3 of programmes time actually spent working on the programme in our like it that I’ve seen. calculations we decided that combining the results was ¥I think it is a good way to improve because you are still a worthwhile exercise. Also there are a number of getting more help and if you want you could do it factors which adversely affected the amount of time again for a long time. If I’d had this since I’d started spent on the programme such as: access to a computer, 14 Dyslexia Review Spring 2008, Volume 19 Number 2

school exams and events, holidays, family commitments, ¥ It should help and can do it with my Mum. motivation. Both projects adhered to the same common principles of: Only 2 reported finding difficulty in finding a quiet place ¥ children and parents were shown how to use the to work and all but 4 found it easy to fulfil the target of programme over three sessions one hour a week. The favourite programmes were split ¥ WRAT-4 was used for baseline and post testing between reading and spelling (again most people didn’t ¥ the children were selected because they all showed reach memory or dictation). 7 said they would definitely difficulties with literacy. continue to use the programme, with 2 probably, 7 maybe and 0 for don’t think so. Note: 4 questionnaires With the model 2 cohort we also had further problems were not available. with the reading comprehension results and so we have not reported any. Firstly the Skipton group were not Comments from the students included: given the comprehension at all and so no figures are ¥I think it is a good idea Ð because I can do it in my available for use. With the remaining twelve, five didn’t own time without teachers. take the test due to the same issues as reported for ¥I think it was great and it helped me a lot to catch up models 1 and 3, and another 4 petered out before with my class. finishing the final test ie they did not continue for 10 ¥I think it is quite good fun. I will continue when I am in consecutive errors thus invalidating the results. We were secondary. then left with very few useable scores and so decided ¥ It is very interesting. not to include them. ¥ Isn’t like homework not boring and I am learning to read and spell better. WRAT 4 Standard Score 85% confidence 95% confidence Reading level level But also : Pre-project 84 79-91 76-93 ¥ OK but very easy, maybe the level could be harder Post-project 90 84-97 82-99 and more fun. +6 ¥ Started to get boring, Mum encouraged me otherwise I’d have stopped. WRAT 4 Standard Score 85% confidence 95% confidence Spelling level level There were more positive comments than negative. Pre-project 85 79-93 76-95 Post-project 86 80-93 78-95 The parents reported it easy to load the programme and +1 spent between 0-2 hours learning how to use the programme (outside of the sessions with the teacher). The initial SS for reading ranged from 66 to 101 and for They reported most children as being enthusiastic or co- spelling from 67 to 105 giving averages of 84 for reading operative when using the programme. and 85 for spelling. Looking more closely at the children with high initial scores, they had been identified as Further comments included: underachieving by the school or a psychologist and so it ¥Aenjoyed the programme. It has not only helped his was considered that they could achieve more. The final literacy skills but also his confidence. It was something SS for reading ranged from 75 to 128 with an average of he could do, mostly on his own. 90. For spelling the range was from 61-104 with an ¥ The programme gives enough variety (reading, average of 86. spelling, memory, dictation) for it not to be too boring, but it is still work. Nominally then there was a rate of increase by 6 SS ¥ Excellent structured programme which has made points in reading and 1 in spelling Ð again bearing in improvements in M’s reading and spelling, and most mind the limitations of the confidence levels. importantly improved his confidence. We are going to continue using the programme through the summer Questionnaires holidays. Reasons for taking part were given as wanting to ¥ The programme is very good. It gives you a good idea improve reading and spelling with, again, parents as to where your child is on reading and problems she demonstrating a desire to help their children: may have with spelling, gives them confidence. They ¥ It will enable me to have a better understanding and can go at their own pace and you can give them ability to help my daughter. encouragement every step of the way. ¥I would like to find out about anything that would help and: my son succeed. ¥ Sometimes we found it difficult to fit an hour a week in due to other commitments ie other children’s activities, Mums feature in the motivation from the children also dancing shows and weddings. with: 15 Dyslexia Review Spring 2008, Volume 19 Number 2

but also: Results ¥M found the memory part less fun. ¥Was very motivated in the beginning and began to WRAT 4 Standard Score 85% confidence 95% confidence lose interest as time went on, although I did feel that Reading level level the program was very beneficial. Pre-project 84 79-91 76-93 Post-project 88 82-95 80-97 Discussion +4 As the half-way house model this is the one where we had the greatest expectations, which on balance were WRAT 4 Standard Score 85% confidence 95% confidence fulfilled. Although there was quite minimal contact with Spelling level level the families compared with model 1, all but one of the Pre-project 85 79-93 76-95 students completed the programme for the research Post-project 86 80-93 78-95 period and all felt there was sufficient support from +1 Dyslexia Action. Again all families had the contact details WRAT 4 Standard Score 85% confidence 95% confidence of their teacher and could request additional support, Reading level level including an extra lesson if required Ð although only one Comprehension did. At first we anticipated the initial lessons taking place PreÐproject 90 85-96 83-98 on consecutive weeks following the regular tuition model, Post-project 93 88-99 85-101 whereas in fact we found that a wider gap was more +3 beneficial. This meant that they were not left ‘on their own’ for as long as nine weeks as expected. Reading N = 15 Spelling N = 15 We found that many people had difficulty in making the Comprehension N = 14 three appointments and for baseline and final testing and many had to be rearranged. This is a good indication of The initial SS for reading ranged from 71 - 92; for how difficult it is for families to attend weekly tuition, spelling the range was 71 -101; reading comprehension irrespective of the financial aspects. 74 - 116. The average SS for reading was 84; for spelling 85, for reading comprehension 90 (again with Model Three: stand alone home use one student not tested). The sample 21 students agreed to take part and we finished with 15 Again although average progress was measured at 4 SS useable results. The students came from: points for reading, 1 for spelling, 3 for reading ¥ Primary school in Eastbourne - (8) comprehension, they are all well within the confidence ¥ London Dyslexia Action assessment - (3) limits and so we cannot be sure that absolute progress ¥ Miscellaneous - (4). was made. It is interesting to note however that ALL the students recorded progress in reading on the day of There were 7 male students and 8 female. The ages testing. ranged from 8:0 to 15:7 at the start of the project with an average age of 10:7 years. Questionnaires The students on the whole said they wanted to take part Some of the students we ‘lost’ were doubtful from the to improve their reading and spelling and again there start because their literacy was not that bad to begin with was a strong desire to do anything that would help the and given the ‘blunt instrument’ they would be using it children from the parents. was always going to be a challenge to get them to stay ¥ Anything that can help my daughter and others is very the course. Others, we lost contact with, even though we important. tried letter, email and phone. We can only surmise that ¥I will do anything to benefit my child’s educational they gave up or possibly – didn’t start. needs. ¥I would like to help my son with his learning and The process development. The students were given the baseline testing and the parents were given the bare minimum of information This group seemed to find it easier to find a quiet place about the programme and given no guidance in its use. to work in with 11 reporting no difficulties. Two had All the parents agreed to support their children in using problems accessing a computer after the project had the programme. The parents were also given full contact started and so moved to using a school computer - after details of a Dyslexia Action staff member should they school, instead. need extra support during the project term. 7 parents said they spent between 0-2 hours learning how to use the programme to begin with; one spent 16 Dyslexia Review Spring 2008, Volume 19 Number 2

more than 6 hours and the rest didn’t respond to the ¥ would have liked reward games question and so it does look like we achieved our aim of ¥J started to benefit as the programme got more difficult making it easy to use. ¥ In the short time that G has been on the programme we have noticed a considerable difference in his 14 used headphones always or sometimes; 9 used the spelling and reading. He has gained confidence. recording feature; 7 found it easy to fulfil the target of ¥I feel that A has made progress by doing this one hour a week whilst 6 found that difficult. Although the programme. intention was that parents would show the children how ¥C was frustrated at first because he couldn’t access to use the program, 7 reported working it out themselves the memory programme, but elated once he whilst 7 used audiohelp (not reported whether this was completed enough levels to do so. on their own or with a parent). Discussion 9 reported that it felt like homework (which it was!) This was always going to be the most difficult group to although this was not necessarily negative: conduct research with and so it proved. Although the ¥ Because I was still learning it is like homework. model we were trying to test was the equivalent of ¥ Kind of seemed like work but nice. people buying the programme from our website Ð of ¥ Because it was fun to do and homework isn’t fun. course this was not really the case. None of these ¥ No, because you work on a computer. parents had been seeking something that involved them ¥ No, really it just seemed as if I was doing something doing the support themselves and so it is perhaps not on the Internet for fun. surprising that some were reluctant to make a full commitment. This is not to say that their comments There were also negative comments here as well such aren’t valid. As teachers we instinctively want to explain as: and support Ð but with this model we had to stand back ¥ It took too long to go on to the next level. and leave things alone. ¥ It was boring. Conclusion and recommendations Again spelling came out as the favourite programme with This research covered a very short period of intervention 7 votes, whilst reading had 3, memory and dictation 2. and it was impossible to control all the parameters such Again not all students would have accessed memory and as what really happened at home. There was no control dictation. group to measure what would have happened if there had been no intervention at all and the three groups 4 students said they would definitely continue to use the were not matched for age or literacy levels. Although program; 4 answered yes probably; 4 maybe and 3 don’t figures have been collected and calculated they should think so. not be seen as the whole story Ð which is that it is possible to make use of the goodwill and time that The further comments section reflected the fact that the resides at home in the journey towards literacy for all. programme had been given to the students ‘cold’ without We have also identified some useful key factors which any explanation or instruction: could predict success in using the programme at home ¥ It took me some time on my own to understand how to within the three models. work the programme…. No reward games. ¥ Could have had more interactive activities. For positive outcomes we recommend that for all ¥ It would feel like doing extra homework Ð neither good models: nor bad. ¥ the student must have a PC/laptop at home ¥ the student needs access to the computer in a quiet Others appeared to notice or sense progress was environment possible which led to more positive statements such as: ¥ the student needs to be motivated to improve literacy ¥ It is really fun because it is a bit like school but a bit levels. like fun and I’m learning stuff in fun way. ¥I think it will help me in exams and in future life if I put For the tuition + home model the student should also more time to it instead of 10 minutes a day. be: ¥I think it’s nice to work at home as well as school and ¥ Familiar with the functions of UofS to spend time with my parents. ¥ Comfortable in using the programme independently. ¥I want to carry on because it’s helping me. ¥ Sometimes I found it hard fitting it in but it was better This model is the one that is most suitable for students than reading a book. with the most severe literacy difficulties who need a lot of support. Comments from parents very much reflected those of the For the start up sessions model: children and included: ¥ There must be a parent or helper who is prepared to 17 Dyslexia Review Spring 2008, Volume 19 Number 2

support the student just as you need to persevere with learning anything ¥ The student and parent/helper must be able to attend new. But this research project has shown that many a Dyslexia Action centre or outpost for the initial students found the programme beneficial and useable at sessions home with noticeable gains in literacy over a relatively short period of time of ten weeks. For anyone unable to attend regular lessons this is worth considering as an alternative. The three initial sessions Flexibility would appear to be the key ingredient that is provided sufficient support to inspire confidence in the needed for the home. Dyslexia Action (and home tutors) programme. This model could be extended to include have tended to adopt the model of weekly tuition for an occasional ‘check-up’ sessions to provide further support hour or more Ð sometimes for several years. Using and reassurance. Some families may prefer more initial UofS:ltf at home not only enables flexibility of timing Ð 10 sessions so that they feel even more supported at the minutes a day; 3 x 20 minutes in a week for instance, but beginning. This model is flexible and can be adapted to perhaps getting away from the ‘continual use’ model meet individual circumstances. which can encourage less urgency and focus, because the lessons will seemingly always be there. For the stand-alone model: ¥ There must be a parent or helper who is prepared to Margaret Rooms support the student ¥ The student needs to be motivated and able to work Margaret Rooms is Head of Educational Development at without close supervision. Dyslexia Action.

We have shown with this research that some students Thanks can succeed with this stand-alone model. Literacy Many people contributed to the work of this project and I intervention is by definition a complex process as it is would like to give my thanks to: Pauline Clayton, Fiona only implemented when something has broken down in Hover, Sarah Creeth, Jo Mahler, John Rack, Patricia the normal education process. We are therefore, always Rouse, teachers in the London and Bath Dyslexia Action likely to be dealing with conflicting emotions about centres, Langney Primary School, all the schools and tackling their literacy. They would really like the problem teachers who supported the project and of course all the to just go away. Tackling literacy brings you face to face wonderful children and parents who took part. Our with the things you find the most difficult. It is inevitable thanks also to the funders, especially The Equitable that not everyone will be able to overcome these barriers Trust and B-Sky-B and to Karen Dawson from Dyslexia on their own. Action fundraising department.

General conclusions References Ideally the tuition + home model would be used for the Rack J and Hatcher J (2002) people with the most severe or entrenched literacy SPELLIT: Research Summary Dyslexia Review Vol 14 No 1 pp6-10 difficulties and the stand-alone model for those with the least – but life and economics don’t always follow the Rack J and Ruddock S (2002) Dyslexia Severity and Teaching Outcomes ideal. UofS:ltf is not a miracle cure and neither is it a Dyslexia Review Vol 13 No 2 pp7-10 quick fix. A certain amount of perseverance will be needed by anyone using it to obtain substantial progress

18 Dyslexia Review Spring 2008, Volume 19 Number 2

How a Dyslexic Adult Learns to Sign

Deborah Turner

Introduction back of the picture story so she would remember exactly I recently enrolled on the Supporting Dyslexic Learners what she was required to do later. Also, to assist with in Different Contexts course where we had an interesting her short-term memory, she videoed herself signing the discussion on how to apply multisensory teaching story to enable her to watch it back and make notes. methods in my own field of teaching, British Sign This visual aid also helped her with her sequencing of Language. Although sign language is naturally the story and her visual/spatial awareness. In addition, it multisensory, it does not involve sound: sign language is also aided her in organising her time management as a manual communication and is taught through the she could time her story and practice this procedure until components of the face and body, the hand shapes, her story was correct. movement, locations, spatial orientation and non-manual features which all form the building blocks of BSL. How To cope with left and right she wears a large bracelet on would this work if one of the learners on the course was her right hand which reminds her that she must sign with dyslexic? Below is an account of how a dyslexic learner her right hand when using one-handed signs and also to tackled the task of preparing and delivering a signing inform her when an object or person in the picture story activity. is on the right or left of the picture.

Task/activity Outcome The task given to a class of sign language students uses The learner was successful in the task and because it visual processing to sign a sequence of four picture had been practiced so often she was able to perform the stories in the correct order including naming people and task very well. She wanted to be the first to sign the explaining the activities contained in the pictures. This picture story as she told me if she saw her classmates task challenges the learner’s organisational and time signing the story before her she would become confused management skills together with short-term memory and and forget all the hard work she had put into the task. sequencing, as the task must be performed within a set The class clapped in support of all the learners who time of one minute. performed the task and this gave them all a boost of confidence. I was very proud of her going first as this is This is a difficult task for the majority of students who are a difficult task to perform in front of your classmates learning sign language as it involves both visual and because everyone becomes nervous. Although the class spatial processing, working memory, speed of have a choice to perform, they all did so as the whole information, short-term memory, storage and retrieval in class encourages each other and praises when the task long-term memory and sequencing. For dyslexic learners has been performed. this task is very complex and difficult because it involves a lot of the skills they find difficult. Other possible strategies ¥ By making notes: using sticky labels placed around Strategies used by the learner the task to remind the learner of the key points or The learner who joined my class informed me she had using colour pens and highlighters, again to dyslexia at the beginning of the course and stated her emphasize the important details in the picture story particular problems were that she did not understand e.g. the man is walking his dog in the park in the first right from left, she had poor hand co-ordination and told picture and in the second picture the dog has run me she always appeared clumsy. Her spelling was weak away. The man could be highlighted in one colour and she considered herself to have poor time and the dog in a different colour. management and ineffective organisational skills. She ¥ Using Index or Memory cards to write the story on so was diagnosed with dyslexia after attending full-time the learner will know which words to sign. education and spent her entire school life being told that ¥ Using a paper based mind or concept mapping tool to she was ‘thick’ and ‘stupid’. The consequence of this put their ideas together so the learner can see the meant she had very low self-esteem. bigger picture and then see the structure added. ¥ Other devices which can be used by the learner to She had developed various coping strategies to deal with help with organisation can include a portable her dyslexia, and she put these into practice when electronic diary, laptop or smart keyboards, personal performing the task. digital assistants (PDAs) and electronic to do lists.

Firstly she wrote all of the information required on the Using a multisensory teaching approach means helping

19 Dyslexia Review Spring 2008, Volume 19 Number 2

a learner to learn through more than one of the senses. and learning tool. This can be used alongside sticky Most teaching is carried out using either sight or hearing notes, coloured pens, ICT equipment and specialised (auditory sensations). The learner’s sight is used in sign language websites together with other visual reading information, looking at diagrams or pictures, or resources mentioned previously. reading what is on the whiteboard. The sense of hearing Deborah Turner is used in listening to what is being said. Dyslexic learners may experience difficulties with either or both of Deborah Turner teaches British Sign Language and Deaf these senses. The learner’s vision may be affected by Awareness Training for Medway Adult Education difficulties with tracking, visual processing or seeing the Services at Gillingham and Rochester and Kent Adult words become fuzzy or move around. The learner’s Education Services at Maidstone, Sittingbourne and hearing may be satisfactory on a hearing test, but Gravesend. auditory memory or auditory processing may be weak. However in sign language, which is a visual language This article is based on a module assignment from the and has its own grammar and structure, audio resources Supporting Dyslexic Learners in Different Contexts will not help the dyslexic learner perform this task. Video course from QIA and managed by CfBT. equipment, even without sound, is an excellent teaching

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20 Dyslexia Review Spring 2008, Volume 19 Number 2

Addressing the Schools Language Crisis

Dr Peter Kelway

It is now recognised that there is a developing crisis in can assist with developing pronunciation skills and primary schools produced by the low ability levels of vocabulary. However, there is no quantitative means of pupils in speaking English. assessing the progress being made by the student and no direct contribution is claimed towards literacy The children’s communication charity I CAN, which sits development. on the Government-commissioned Bercow Review’s expert panel, recently estimated that around 300,000 Words Worldwide first recognised the serious gap that pupils (nearly half) start primary school each year with needed filling in 2005. Patent searches failed to identify speech, language and communication problems. any commercially available products that set out to Although 20% have specific disabilities which cause address these basic language needs. The company won problems, the remainder have ‘delayed’ or impaired a Government award which enabled it to use its existing language skills due to social and environmental factors. voice-assisted KeyStone product range as a basis for addressing these requirements. Although the target The Association of Teachers and Lecturers warned at system was primarily intended for use with languages their conference in March 2008 that the huge influx of other than English, it was apparent that any software immigrant children is exacerbating the already serious developed would also be suitable for developing basic situation within the indigenous population. Up to a third English language skills as well. of the thousands of arrivals of children from Eastern Europe, Asia and Africa have poor English. Official The question was posed as to how far existing figures show that children with English as their first technology could help address the needs of pupils who language are now in the minority in more than 1,300 are unable to read or write a single word of English and British primary and secondary schools. who cannot competently speak it either.

The nature of the problem The task of providing a teacher with a useful tool to meet Children’s speech is often halting and unclear. Their those exacting demands initially seemed daunting. The vocabularies are smaller and sentences are shorter than potential obstacles to achieving the objective were many was the case twenty or so years ago. Besides the and there was abundant evidence of the range of obvious difficulties that this problem presents teachers in difficulties from the Government-funded Communication spoken communication with their pupils, there are Aids Project (CAP). serious implications for the task of developing literacy skills which is impeded by low linguistic ability. Without Devising a solution the means of speaking the language to a reasonably One way of meeting the requirement for assisting competent level, the process of working with the written linguistic development is to devise a program that word cannot start. This problem applies to children from prompts the student to speak specific sentences in a variety of backgrounds in primary schools and also to sequence, then analyses the results quantitatively. An individuals at higher levels in the education system and appropriate activity loop is shown in Figure 1. in the adult population whose first language is not English. Two voice technologies are required to facilitate this scheme: text-to-speech conversion (TTS or voice Worse still, the ever-present danger of failing to identify synthesis) and speech-to-text conversion (ASR or dyslexic tendencies in children at an early stage within automatic speech recognition). the school population is dramatically worsened. TTS software has been available for several decades. The lack of suitable teaching aids Text can now be spoken out by a computer with a very Computer-based teaching aids which are currently high degree of intelligibility, being almost available primarily address difficulties with reading and indistinguishable from real human speech. Speech writing rather than with basic language skills. As a result, recognition software has developed over the last twenty many children are unable to take advantage of these years to a state where many people are able to dictate tools because they do not have a basic knowledge of the and create text at high speed and with good accuracy. mechanics of the English language. The combination of these two technologies may Language development software such as Rosetta Stone therefore appear to be a panacea for communication

21 Dyslexia Review Spring 2008, Volume 19 Number 2

difficulties. Ideally, a person with neither writing nor benefits of using this advanced voice technology were reading skills could speak what was required into the simply lost to many students. computer and the computer would convert it to text. Furthermore, it could respond by speaking out any text In practice, the individuals who most require assistance that was to be confirmed or that the user wanted to hear in developing linguistic ability before their literacy skills being read out. are the exact opposite of the typical CAP beneficiary. They frequently have poor diction with badly developed or non-existent pronunciation and enunciation skills. They may well have no real concept of the structure of language at all. Few, if any, of such individuals would have succeeded in the CAP in mastering the technology.

Building on CAP Building on the experience gained by Words Worldwide in the CAP and the feedback from teachers, the following needs were identified. The equipment had to be:

¥ simple to use, requiring a minimum of technical support ¥ cheap, a target price being set of less than £100 ¥ reliable, operating on standard computers ¥ usable by those with poor diction and limited language ability ¥ able to produce quantifiable results to allow assessment of progress ¥ able to be used by a teacher to start collection of records within two hours ¥ able to be used by a student without supervision within one hour ¥ capable of providing a direct path towards developing Figure 1: Assessment activity loop literacy skills.

Initial tests of the ‘activity loop’ already discussed The Communication Aids Project (CAP) showed that the mechanics were effective. Children are For some people that near-miracle has indeed good mimics and usually perform well when repeating materialised. The Government’s Communication Aids the prompts. They also respond favourably to successful Project (CAP) supplied many systems of this type to matches which provides an incentive to continue. individuals with severe communications problems between 2002 and 2005. Unfortunately, just as the KeyStone Speech Tutor was first developed as a result project was starting to have a real impact by early 2006, of the conceptual work in 2006 and tested rigorously it came to an end. throughout 2007. Version 2 is scheduled for release in mid-2008. Some of those working with the CAP had the view that this combined TTS-ASR technology was something of a It should be stressed at this point that Speech Tutor does false dawn. Individuals benefiting from the provision in not set out to enable a student to dictate text. It is the CAP for a combined system typically had good intended to assist the pupil in developing good diction diction and articulation, an ability to construct reasonably and to get some feel for how language is used. Speech coherent sentences and a stable emotional state. In Tutor is, however, ideally suited to enable the student to using this technology the emphasis in the CAP was on move on to using speech recognition to produce text developing literacy rather than the basic linguistic skills once linguistic issues have been satisfactorily addressed. which must precede it. The operation of Speech Tutor It became clear that the inability to construct coherent The temptation has been avoided in the development of sentences and poor pronunciation and enunciation were Speech Tutor to add superfluous functionality to it. The hampering attempts to improve literacy where voice- objective of continuing development is to make its assisted technology was employed. In many cases the operation increasingly effective rather than to complicate linguistic problem was ‘solved’ by seeking alternative its design. Its straightforward display is shown in Figure non-voice-assisted solutions. As a result, the potential 2. 22 Dyslexia Review Spring 2008, Volume 19 Number 2

In this way the student will be taken through a sequence of sentences, building up confidence as attempts prove increasingly successful. Experience will also be gained as to the written form of the spoken prompts and the attempts, though this is not the primary objective of the exercise.

Recording of results Records are automatically made of the results of each session so that the teacher (or the student if appropriate) can check on progress. Specific areas of difficulty can be identified. Figure 3 shows an example of a segment of a session record, showing the improvement in the attempts Figure 2: Speech Tutor display made.

The student is prompted to repeat each target sentence The teacher can develop bespoke groups of sentences via prompts which appear beneath the legend ‘Please concentrating on particular areas of concern. For repeat the text below’. Each time a new sentence instance, difficulties with phonemes such as ‘ch’, ‘sh’, ‘th’ appears the TTS system speaks it out. The student then or problems with complex vowels can be focused upon. attempts to mimic the prompted sentence. The speech Each lesson file can be added to the bank of lessons, all recognition system converts the spoken sentence to text of which are available for selection at any time during a and this is then spoken out by the TTS system. session.

After each attempt the student can take one of several The scoring system is designed to produce low scores actions: where there have been too few or too many words input as well as where mismatches occur. In the example Action required Button to be clicked on session shown in Figure 4, the lack of a response in the Listen to the prompt again Repeat prompt second attempt has produced a zero score whereas the Skip past the prompt to the next one Skip that lack of half the response (four words out of eight) in the Go back to the previous prompt Back one fourth attempt has produced a 50% score. Start a new lesson New lesson Check the attempt score Compare that As a student increasingly becomes a competent speaker, Move to the next prompt Next one results such as those in Figure 5 will be typical. Scores (after an attempt score of 100%) of above 90% will predominate with many examples of perfect matches on the first attempt.

Figure 3: Speech Tutor session results (steadily improving scores)

Figure 4: Speech Tutor session results (effect of missing words) 23 Dyslexia Review Spring 2008, Volume 19 Number 2

Figure 5: Speech Tutor session results (typical responses from a reasonably competent novice)

Figure 6: Speech Tutor session results (word checks only)

When a student attempts to mimic a prompted sentence Some students will find the task of mimicking sentences it may be found, particularly in the early stages of use, too onerous. In this case, single words or short phrases that the voice recognition will not produce a perfect can be used instead of sentences. Figure 6 shows match. Indeed, frustration may lead the pupil to produce results of such a session. Where non-matches occur, the successively worse rather than better attempts. If the attempt need not be repeated so that an indication can teacher (or if appropriate, the student) considers that an be obtained of ability without over-tiring the student. attempt is acceptably close to the prompt, the recognition system can be instructed to ‘adapt’ to the student’s The Packaged Resource attempt. The voice recognition system bundled with Speech Tutor is the Standard edition of Dragon NaturallySpeaking. This results in the attempt being automatically set to This version has exactly the same recognition match the prompted sentence. The user’s speech performance as the more expensive alternatives which recognition statistics will then be adjusted to account for have extra features of no relevance in this application the change. To check whether adaptation has been area. The free-standing version of Speech Tutor will, effective, the prompt can be repeated and a new attempt however, work with any version of Dragon Naturally can then be made. Speaking. It will also operate with the discrete word DragonDictate voice recognition system and with the Through adaptation, the recognition system voice recognition system available within Microsoft’s accommodates the characteristics of the user’s voice. In Vista operating system. Table 1 compares costs of this way the user will increasingly find that low match Speech Tutor and Rosetta Stone software. Rosetta scores are due to poor enunciation or pronunciation Stone has its own voice technology to assist rather than adverse effects of the performance of the development of pronunciation but this cannot be used to recognition system. create text.

24 Dyslexia Review Spring 2008, Volume 19 Number 2

Table 1: Comparative costs of Speech Tutor and the various versions of Rosetta Stone

Product Speech Tutor Speech Tutor Rosetta Stone Rosetta Stone Rosetta Stone DNS Standard (free-standing) with DNS (free-standing) Standard Level 1 Level 1-2 Level 1-3 VAT zero rating Yes Yes No No No No Price (RRP) £49* £99* £138 £238 £338 £94

Note: * This is the zero-rated price where the software is purchased by or on behalf of the user who requires it to overcome a specific literacy difficulty. If a linguistic issue is hampering literacy development, zero-rating applies if Speech Tutor is purchased.

Teachers may find that the combination of using both Dr Peter Kelway Speech Tutor and Rosetta Stone products is effective. Each has specific benefits and can complement each Dr Peter Kelway is the Chairman of Words Worldwide ltd other effectively in a classroom environment. Speech and has worked in the special needs arena for over 20 Tutor is suitable for every level of usage, through the years. selection of appropriate lesson files. It may therefore be used in conjunction with different versions of Rosetta Useful links Stone. Rosetta Stone: http://www.rosettastone.co.uk/offer/languagelearning Once the student has started to master basic linguistic Dragon NaturallySpeaking: http://www.nuance.com/ skills Speech Tutor can assist in extending the DragonDictate: http://www.wordsworldwide.co.uk vocabulary used and homophones can be investigated, KeyStone Speech Tutor http://ww.wordsworldwide.co.uk through the selection of appropriate lesson files. During CAP: http://schools.becta.org.uk/ this process, early indications of dyslexia may be identified long before they might otherwise have become apparent.

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25 Dyslexia Review Spring 2008, Volume 19 Number 2

NEVERODDOREVEN Project and Overview and Evaluation

John Rack

What kinds of successful, creative, strategies have been ‘If she can’t learn the way you teach, can you teach the developed by people with dyslexia Ð can we establish if way she learns?’ This question was explored in the there are ways of doing things that tend to work better project through various activities involving the teachers for dyslexic people and is there is a dyslexic way of from Dyslexia Action, the artists working on the projects, doing things? Can some of the approaches and teachers in schools and, critically, the group of adults strategies that work for people with dyslexia be with dyslexia. Much of the work carried out by the adult incorporated in the educational system so that it group was focused on what it means to be dyslexic, what becomes a place where people with dyslexia can flourish challenges are created by that, and whether, in their and learn? experience, there are methods and techniques that are particularly helpful Ð or unhelpful! The work done to The Neveroddoreven project was developed by The develop learning resources for children explored creative Serpentine Gallery and Dyslexia Action and has been Ð and multisensory Ð ways of teaching literacy skills in supported by the JJ Charitable Trust. It has included the schools. commissioning of two artists: Abigail Reynolds who worked with a group of adults with dyslexia, and Project Activities Michaela Ross who worked with groups of children and The project got under way at a research weekend at the with teachers to develop learning resources. Serpentine Gallery in London. People of all ages were invited to come and take part in research-based and Themes arts-based activities. The researchers, Sarah Edward The shape of the project has changed over time, but its and I designed some experimental tasks to be done in a main themes have remained consistent, if sometimes a group setting and the results of these were analysed to little difficult to capture and express in words. One theme see whether there were differences between the dyslexic of this project is the coming together of people from and non-dyslexic participants. In parallel, the artists, different perspectives and backgrounds including the Abigail Reynolds and Michaela Ross, set up some project team of artists, researchers and educators and activities to introduce the possible relationship between the many people who took part in the different aspects of art and dyslexia. The adult group who worked with the project. Would it be possible to make such a mixture Abigail throughout the project came together from this work; could an ‘Arts Dyslexia’ project have relevance for research weekend. This weekend also helped establish teaching in schools, and would a research framework the overall framework for the project which was help with this or get in the way? expressed in the following terms.

Another theme of the project is around the belief that Thus, the two different arts projects, one focusing on dyslexic people have special talents or abilities. Is this children and one on adults, were linked and, although the case Ð and might we be able to prove it? Surveys developing separately, came back into contact at various have shown that there are more dyslexic people stages of the project. Resources for use in Key stage 1 employed in creative, artistic and technological fields Art and Design and Literacy have been developed than you would expect from their percentage share of through this project and are available from the population. But it is another matter to say whether www.serpentinegallery.org/neveroddoreven/resources.ht this reflects a negative choice, away from ‘wordy’ ml or from www.dyslexiaaction.org.uk disciplines, or whether there is something different or special about being dyslexic which makes that person Evaluation more suited to certain occupations. Are dyslexic people Bringing together people from different backgrounds and in some ways, or in some circumstances, better disciplines does seem to have been a success. In equipped than non-dyslexic people? What, if anything, particular, there was recognition that different can be said about this, and about the approaches that approaches could come together to explore the question people with dyslexia take to certain tasks and activities? of what it means to be dyslexic and how to express that to others. Most of the adult participants valued the Linked to this is the idea that a different approach to freedom and seemingly unstructured nature of their teaching is needed for people with dyslexia. This is group work, but they also valued the opportunity to try captured by the oft-quoted saying in the dyslexia world: and influence the way things are done in schools and 26 Dyslexia Review Spring 2008, Volume 19 Number 2

recognised this requires something tangible to be dyslexic spectrum. Here and there things overlapped produced and communicated. with other people.’

Do dyslexic people see things, or approach tasks, in a And another emphasised that characteristics associated different way? Almost all the participants in the adult with dyslexia did not fully describe her as an individual: group felt that this was the case; they were different, in some ways, from those who are not dyslexic. Most felt ‘it is a characteristic of the way I do things – but it that they tended to take a non-linear approach, looking does not pervade the whole of me, rather, there are more at the overall situation, pattern or picture. This was things I identify as being dyslexic and others not Ð but expressed very clearly by one of the participants, working with other dyslexics makes it more apparent Rebecca Loncraine, in something she wrote in her what those traits are.’ ‘dyslexia biography’: The question we turn to next is how might these positive ‘… I have to see as characteristics and experiences be developed in our from a bird’s eye view, see the shapes of schools Ð for the benefit of those who are dyslexic and where I’m going from above. perhaps also for those who are not. One very simple It’s on the left, to your left, your left! message that this project wishes to express is that I fumble around apparently on my right. dyslexic people can be successful, if their positive The tight frustration in her voice, the attitude isn’t knocked by negative experiences at schools impossibility of her seeing the world and elsewhere. as my circle, rather than as her two halves.’ ‘The way of learning – memorising and processes in Our research study looking at creativity was, like most learning Ð do not go hand in hand with a creative others before it, inconclusive. Counting the number of environment. There needs to be more patience Ð I ways that people could think of to use a tin can; looking was quite aware I wasn’t getting things at school, I at the complexity and detail used when arranging knew I wasn’t thick. A teacher told me I was so I geometrical shapes did not show consistent differences changed schools, to [one with] smaller classes. If I’d between the dyslexic participants and their non-dyslexic have stayed there’s no way I would have got through’. friends. A small difference in the data suggested that dyslexic people might, more often, come up with very Interestingly, even when help was provided at school, it unusual responses. But, more striking was that our could be something of a mixed blessing. dyslexic participants were very different, one from another, on these tasks Ð as were their non-dyslexic ‘Unfortunately many of us have had experiences of friends. ‘help’ Ð to read, in school, at university, etc…which may have helped with those things, but which has Having said that there were many differences between psychologically scarred us with a sense of being different people with dyslexia, a strong theme emerged wrong, not-proper, etc… this group naturally avoided in discussions with the members of the adult group this. And we started out saying this group wouldn’t be concerning the positive aspects of being dyslexic. about moaning about our bad experiences. The Several participants explained that they felt that working emphasis on what we can do, what we can teach in a group gave them the security to develop and explore others, has been enormously helpful for us all I think Ð their ‘dyslexic way’ of doing things, instead of viewing out of this positive sense of ourselves, have come this as something that needed to be ‘overcome’. This is ways of managing in the world Ð problem solving, if well summarised in the following quote: you like, which suit us.’

‘What I liked best, on reflection was that everyone had Learning Resources a really positive attitude about dyslexia. There were The learning materials developed by Michaela Ross for times when you wanted to fall back into saying we use in schools came from her application of her can’t do that because we are dyslexic and always approaches and ideas, as an artist, to the challenge of someone would speak up and say no that’s not true learning to read and write. It was interesting to see how we can do it but we just have to work out the dyslexic similar Michaela’s ideas were to the established way of doing it.’ techniques for teaching dyslexic people in Dyslexia Action centres. In brief, the format of ‘dyslexia teaching’ Whilst the group clearly developed a strong sense of aims to be active and multisensory involving doing, identity, most individuals retained a view of the seeing, hearing and understanding, not just sitting and importance of recognising the differences between listening or sitting and watching. It also aims to promote people. As one participant put it: the links between letters, sounds, words and meanings ‘One of the things I’m aware of is the complexity of the and pronunciations in different ways to make the words 27 Dyslexia Review Spring 2008, Volume 19 Number 2

more memorable and meaningful. not think that the class teacher expected the children to do so well. I think that if the class teacher had For this evaluation, observations were made in two anticipated the success she would have prepared the classes of six to seven year-olds in London schools materials … in order for it to be displayed on a board where the online resources developed by Michaela somewhere within the class room or in the corridor, formed the basis of the lessons. Given the time-scale of hall, library, etc.’ the project, it wasn’t possible to gather direct evidence to compare learning outcomes, but it was clear that children These are the kind of memory techniques that are known were positive and enthusiastic. The following is a to be helpful for people with dyslexia and that are often description of one section of one lesson observed by used in specialist individual lessons. There are obvious Dyslexia Action teacher, Stella Alexiou: benefits to incorporating these techniques into mainstream classroom practice. Less obvious, but The class teacher then clicked on ‘Alternative Alphabets’, perhaps more significant in the long run, are the benefits this caused an ‘aahhh’ reaction from the children and that will come through teachers having a greater once again all the children were focussed on what they awareness of the nature of dyslexia and of the things were going to do next. that they can do so that dyslexia doesn’t have to be a barrier to learning. The class teacher then explained to the children that they were to use their hands and fingers to form letters Implications of the alphabet. The children were to show their In conclusion, let us return to the participants in the adult ‘neighbour’ what letter they were able to form. The group who were asked what differences they would like teacher then explained to the children that they will be to see in the school system. Needless to say, there working in groups, and that each group will receive a were differences of emphasis and some mixed feelings card with a word on it. The children would then organise about the importance of identifying or labelling dyslexia themselves by appointing one letter to each member of as ‘a problem’. the group. ‘I am torn. I wouldn’t want children to be segregated The class teacher handed each group a card with a word but not everyone learns in the same way. Teaching at on it, e.g. ‘boat’. The class teacher had to make sure school seems to be only good for certain people. each group had the same number of children as there There is a need to incorporate different learning were letters in their word. Therefore ‘boat’ would need styles, not just left-brain activities/styles. four children. The children worked in their groups for five minutes. The learning support assistant worked with the ‘I would change the way people are taught in schools lowest ability group. Ð I feel unleashed to find both my weaknesses and strengths. To see visual ways of learning, such as The class teacher then asked each group to come to the those that Dyslexia Action uses, computer technology front of the class and stand in order of the word and to repeat words and exercises at each person’s own using their hands/ fingers form the letters of each word pace. I’ve learnt how to sound out words and now they were assigned. The rest of the class would guess always use a dictionary. Technology makes things the letters and the class teacher would write the guessed easier. (correct) letters on to the board until the whole word was displayed. ‘The world isn’t non-dyslexic. It’s as equally accessible to dyslexic and non-dyslexic people Ð non-dyslexic This part of the session took about 10 minutes. The people don’t own and see the world clearly, and need learning support assistant helped the class teacher to to help us to access it Ð we can all see different things keep noise to a minimum. All the children were engaged, that exist out there in the world. Well-meaning people although some seemed a little lost when trying to work who want to help dyslexic people with language, out what letter was being formed by their class reading, time, etc…all those important things for members. functioning, need to also realise that dyslexic people might have something to teach them about the world In another lesson, the teacher used ‘Maps and Memory’ and how they can be in it.’ to help the children produce ‘silly sentences’ to remember the spellings of words. An example would be People with dyslexia do see the world differently. Now it ‘Big Elephants Can’t Always Use Small Exits’ is time to turn this round so that the world will see dyslexia differently. As the teacher observing this lesson noted: John Rack ‘The work the children produced was excellent, I do 28 Dyslexia Review Spring 2008, Volume 19 Number 2

John Rack is Head of Research and Evaluation at and assistance of staff and children from St Gabriel’s CE Dyslexia Action Primary School and St Saviour’s CE Primary School, Westminster. Lyndhurst Primary School, Southwark and The project has been developed with the participation Middle Row Primary School, Kensington and Chelsea.

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29 Dyslexia Review Spring 2008, Volume 19 Number 2

Dyslexia and the Brain That Thinks Outside the Box

Maryanne Wolf

Several years ago Sir Jackie Stewart, the great Scottish Thomas Edison, Leonardo da Vinci, and Pablo Picasso; racing champion, electrified an audience of educators, modern day entrepreneurs like Charles Schwab, Rt. psychologists, neurologists, and parents at a meeting of Hon. Michael Heseltine and Richard Branson; actors and the British Dyslexia Association. In sharp, staccato writers like Johnny Depp, Keira Knightley, and the late fashion he pelted the audience with one statement after Agatha Christie; all had histories of dyslexia. Even Albert another about his childhood reading failures in school, Einstein purportedly believed he was dyslexic; but of that his resulting sense of rejection, his persisting lack of I am not sure. What I am sure is that most children with esteem despite all his international racing prizes, and his developmental dyslexia do not easily learn to read, spell, adamant refusal today to see a child of his own repeat or write because their brain is differently organized for these same struggles because of undiagnosed dyslexia. written language. I listened behind the head table, poised to deliver a lecture on neuroscience research about dyslexia and its Brain imaging research suggests that some people with intervention. If I could have wept invisibly, I would have. dyslexia appear to have a very strong right hemisphere that appears atypically activated when they read. This is For, Jackie Stewart’s story was all too familiar: A bright unusual because reading requires a complex ensemble young child, often a boy, comes to school overflowing of structures, many of which are in the left hemisphere. If with energy and enthusiasm, only to fail, day after day, correct, this emerging picture helps explain why it takes year after year, to achieve the great pivotal task of early children with dyslexia so much longer to learn to read childhood — learning to read. Worried parents urge him and why their reading is often so much slower and more to ‘try harder,’ quietly worried that their child might not be laborious after they do acquire it. ‘bright enough’. Teachers who are often untrained in this arena remark that the child is ‘not working to his Such a picture may also help us ultimately understand potential,’ or may be ‘just a bit lazy.’ Classmates are not the preponderance of creativity, artistic and spatial so subtle, calling him names like ‘retard’ and ‘moron’ in talents and ‘thinking outside the box’ in so many people school and out. with children and adults with dyslexia — skills associated with right hemisphere functions. We don’t want to use Slowly, insidiously, this boy loses all resemblance to the the overly simplistic notions about what a ‘right or a left ‘sunny child’ who entered the kindergarten door. He brain does,’ but the remarkable skills of many persons begins to learn strategies to avert the collective with dyslexia and their heightened use of their right rejections that make no sense to him, since often he hemisphere for many tasks are not a coincidence. works twice the time that others do. The strategies vary — class clown in second grade, behavioral trouble- The single most important implication of present day maker in third grade, truant in later grades, and the neuroscience research in dyslexia is not ensuring that delinquent and drop-out in high school. we don’t derail the development of a future Edison or CEO; it is making sure that we do not miss the potential It is a cycle of failure known to everyone who works with of any child. Not all children with dyslexia have children with learning issues. Our highly creative extraordinary talents, but every one of them has a children with dyslexia invent a hundred different ways to unique potential. avoid having to read and fail. A precociously bright child named William recently convinced his parents and I want to emphasize five points about recognizing and teacher that he had an undiagnosed gastrointestinal teaching our children with dyslexia: disorder, because each morning he went to school he had to regurgitate. The nausea appeared, we 1.) If a child cannot seem to learn to read, for no discovered, every time William had to read before his obvious reason (like abnormal vision, second class. language learning, or lack of appropriate reading instruction), it is critical to have the child evaluated No one told William or Jackie Stewart or their parents, by reading specialists and clinicians. teachers, and classmates that some of the world’s most 2.) There is more than one ‘form’ of dyslexia. Most creative and brilliant individuals had childhood learning children begin with decoding and spelling problems challenges just like them. Inventors and artists like and an inability to learn the rules of letter-sound 30 Dyslexia Review Spring 2008, Volume 19 Number 2

correspondence. Other children have no decoding have an unnecessary number of rejected adults poised issues, but never learn to read fast or fluently to use their significant intelligence in unwanted ways enough to comprehend what they read. (e.g., many states in the USA project the number of 3.) Two of the best predictors of these issues are: a) prison beds needed based on how many children failed the child’s ability to detect the tiniest sounds inside reading in third grade). Second, our society will be words called phonemes, and b) their ability to name deprived of some of our most interesting and creative common symbols like colors and letters rapidly. members. Six thousand years ago, no human being ‘had’ Every early assessment should include a phoneme dyslexia. We had builders, artists, generals, and people awareness task and a rapid-naming test, as well as who thought differently then too. After literacy was a vocabulary measure. created, the descendants of these heroes and leaders 4.) Children with any form of dyslexia are not ‘dumb’ or became our children with dyslexia. We need to ensure ‘stubborn’; nor are they ‘not working to potential’. that each child with the first signs of reading difficulties However, they will be mistakenly described in these (e.g., trouble in Kindergarten learning the names of ways by many people, including themselves. It is letters or distinguishing the sounds in words) receive vital that no child or adult equates reading problems early assessment; that each child who is failing to learn with low intelligence. to read by the end of first grade receives evidence-based 5.) A comprehensive support system should be in instruction based on empirical research; that each child place from the first indication of difficulty. Struggling who does not respond to this instruction receives readers aren’t helped by the typical one-size-fits-all individualized services including special tutorial help. approach. They need teachers trained to use a Early diagnosis, excellent instruction and tutoring, and an toolbox of principles for different types of children. unflagging faith in the child’s potential will benefit every Children need to know that although they may learn person in our richly diverse human family. differently, they will learn to read. It is our job, not Maryanne Wolf theirs, to find out how best to teach them. In the meantime, as we increasingly improve our Maryanne Wolf is the director of the Center for Reading interventions, we must help them endure the twelve and Language Research (CRLR) in the USA. to twenty years of school before they can contribute their talents to society. Maryanne kindly offered Dyslexia Action this article which we hope you will find useful to show to colleagues For, unless we keep our children within the system, we and parents. will have two undesired consequences: First, we will

Advance notice The Dyslexia Guild Annual Symposium

Saturday 22nd November 2008

University of Westminster Marylebone Campus

Full details in the Summer edition of Dyslexia Review

31 Dyslexia Review Spring 2008, Volume 19 Number 2

Dyslexia Action Goes to the Ballet

Christine Young

I’ve been fortunate enough to be, amongst other things, boards daily for times of music lessons, shoe fittings, physio Teacher-in-Charge at Dyslexia Action’s Royal Ballet School appointments, dental appointments and social events. Free outpost in Richmond for the past 8 years. The school is time is in short supply and there is no place to hide in their residential, apart from a very few day pupils, and provides two academic lessons where standards are high and classes small. hours of ballet training each day as well as a full timetable of academic studies for its 100 eleven to sixteen year olds. The Is this, though, the nightmare scenario for the dyslexic learner school, although clearly highly selective for ballet ability, is that it appears to be? I see, daily, the effect of discipline, high ‘comprehensive’ as far as academic ability is concerned and expectation, a good diet, sufficient sleep and exercise on these thus encounters students with a range of learning difficulties. pupils. More than anything, I see the effect on them of being driven by a passion. My day-to-day priority, unsurprisingly, has been to provide the high quality focused intervention for individual pupils for which I see my role, not as that of the visiting teacher who feeds Dyslexia Action is known, whilst striving to spread the word them an hour of support and then leaves. My role has been to about the needs of the dyslexic pupil amongst staff in the talk to every member of academic staff, to watch them in ballet school. class and to walk round school with them watching how others deal with reading notices and discussing with them how the Teaching in any school rather than in a Dyslexia Action centre really organized people do it. I work on reading body language has its ‘pros and cons’. Observing a pupil in his ‘natural habitat’ with them. I link lesson content wherever possible to ballet (If can help to deepen understanding of his needs, whilst contact only my technique for teaching multiplication of fractions based with his academic staff can be a valuable two way process. on 4th arabesque could benefit a wider audience...) and I let Five minutes at the beginning of a lesson can be devoted to them see me marvel at their talent. clarifying understanding of a complex topic from a previous lesson and a glance through exercise books can reveal Ballet throws up a rich seam of comparison with dyslexia. whether material covered in the Dyslexia Action lesson is being There can be no bad days or excuses when a dancer is transferred to other lessons. performing to a paying public. The pupils know that they have strengths and weaknesses in comparison to their peers in The disadvantages of working in a school, however, will be ballet. They must acknowledge these weaknesses and, even familiar to many. It takes an iron resolve not to be drawn in to, though they may always exist, work hard to overcome them. ‘I couldn’t do my prep and it has to be in next lesson’; flexibility Sounds familiar? to deal with timetable changes and an insider’s knowledge of the layout of the school to track down 8P after a fire practice Here’s something else familiar. A ballet lesson starts with a with a cover teacher and a form room under construction. warm up. Repetitive exercises are performed. A new element is Discretion and a selective memory come in handy, too, when introduced. It is repeated. The new element may be joined on pupils share information about other staff or pupils. to an existing element. The sequence may be repeated. There is a clear structure. It is multi-sensory. It is cumulative. The Royal Ballet School, however, isn’t ‘any school’ for a Metacognition is a pre requisite… peripatetic specialist teacher nor for a dyslexic pupil. It is not uncommon to ask after the whereabouts of a particular pupil, to I’m leaving at the end of term. I shall miss the opportunity to be told that he is having a lie in after performing on The Royal practise my craft in such an unusual situation. I shall miss the Opera House stage the previous evening. How, then, does this extraordinary experience of working with groups from Hackney environment affect teacher and dyslexic learner? one day and those from the Royal Ballet School the next. I shall miss reading, ‘There are five voles: a, e, i, o and u.’ And I On the whole, the students I encounter have attained a shall miss pinning up my sensitive notices referring to study reasonable level of reading and spelling, but are struggling with skills only to hear my favourite call, ‘Mrs Young, have I got higher reading skills, extended writing and organization. dyslexia this week?’. Some days it’s an effort not to reply, ‘Well Commonly, auditory memory and processing speed are I know I’m good but if you had it last week, you’ve probably still stretched to breaking point, particularly in Maths and French. got it this week.’ As well as managing their academic timetable, dyslexic pupils Christine Young must cope with being away from home and with the demands of their ballet training (which requires at least 2 hours daily of Christine Young was a teacher for the Dyslexia Action centre in complete focus). They must keep track of locker key, ballet London. uniform, books and personal effects. They must scour notice

32 Dyslexia Review Spring 2008, Volume 19 Number 2

Psych’s Corner

Mrs Jax de Action

Troubled by testing? Puzzled by percentiles? Dear Jax, Stuck on statistics? Please help me, I am very confused. Just what is Not sure if your curves are normal? average? Every time I look it up it seems to say something different. I’m beginning to feel mean, moody and mediocre. Send your questions to Mrs Jax de Action, your Assessment Agony Aunt, who will solve all your Yours in the middle of a muddle problems. Mina

Dear Mrs de Action, Dear Mina, I am now of an age when I begin to get unexpectedly hot I’m not at all surprised to hear of your plight – and you and flustered and wondered if you had some advice are not alone. The unfortunate truth is that defining which might help calm things down. You see many years average seems to be at the whim of test manufacturers. ago I took a PG Diploma course which meant I became In statistical terms average is really those scores that fall eligible for AMBDA. That means I can now get a within one Standard Deviation either side of the Mean Ð Practising Certificate, and write reports for those nice ie between 85 and 115 in a normal curve of standard young people going off to University who want to apply scores. In terms of tests however I’ll give you a few for Disabled Student’s Allowance (DSA). The trouble is examples: although I may now do this – I’m not sure whether I can. I feel it is not only my joints that are now a little rusty Ð Test Above High Average Low Below but also my psychometric skills. I don’t want to let Average Average Average Average students down Ð most of them are much nicer than BAS II 110-119 NA 90-109 NA 80-89 people say – but I don’t want to get myself in bother WISC IV NA 110-119 90-109 80-89 NA either. TOWRE 111-120 NA 90-110 NA 80-89 Please help PhAB 115-129 NA 86-114 NA 71-85

Yours In addition JCQ rate anything below 85 as below average. So there you go Ð and by the way wait till you Rusty Dusty hear some of the other categories – how do ‘very superior’, ‘borderline’ and ‘deficient’ grab you?

Dear Dusty What to do?? In a technical reporting of a test score, for Now then, you may be flushed and flustered Ð but a little example in a Technical Appendix, it is best to use the rust is easily dealt with. I think your concerns about term and range the test manual uses. In a more competence are commendable Ð though you clearly descriptive reporting I find using percentiles useful as have a rosier view of students than does Mr de Action Ð they don’t change, or a term such as ‘broadly average, – his office is located on a street where many of them live these are fairly readily understood by all. and his views on what would enhance their education are a little radical! I’m sure you are magnificent rather than mediocre Mina.

What you need, Dusty, is to do the CCET course. This is Jax the Certificate of Competence in Educational Testing. It is a qualification validated by the British Psychological This is a new feature we are trialling. It is intended to Society (BPS), and would bring you right up to speed in address serious questions about assessment and psychometrics. This course is available on-line or as a 4 psychometrics Ð but hopefully in a light-hearted and day intensive residential course. The details are all on humorous way. We would really appreciate your views the Dyslexia Action website. on the feature Ð plus your queries. Please get in touch Go for it!!! by sending your questions to: [email protected] Jax

33 Dyslexia Review Spring 2008, Volume 19 Number 2

Dyslexia Action/Real Training: Certificate of Competence in Educational Testing CCET (Level A)

‘An excellent course which allowed me to learn a great deal’ ‘Tutorial support great!’ ‘I have learned such a lot on this course’

The course is offered in two modes Ð on-line and NEW! Ð by intensive contact, a four day residential course held in a comfortable spa hotel.

The Benefits of the CCET

If you use psychological tests in your place of work Ð and want to be sure that you use them properly, and can interpret the results from the tests accurately Ð then this is the course for you.

Also! If in addition to CCET you complete a brief specialist Exam Access Arrangements Course (AAC) you are then eligible, according to JCQ published criteria to assess and provide evidence for Access Arrangements in GCSE, AS, A2 exams.

NB if you hold ATS with the BDA and you successfully complete the CCET Level A you are then eligible for an Assessment Practising Certificate. For an application form, please look on the Dyslexia Action website at the link http://www.dyslexiaaction.org.uk

Course Features

This course leads to the Certificate of Competence in Educational Testing (Level A), and is accredited and verified by the British Psychological Society (visit BPS website). This qualification is rapidly becoming the “industry standard” for competence in using educational psychometric tests. The qualification is nationally accredited and internationally recognised. Those who hold the qualification can apply to be included on the National Register of Competence in Psychological Testing and are bound by the BPS code of conduct.

The Certificate of Competence in Educational Testing (Level A) is an open access course which means that no pre- qualifications are necessary. It is open to all.

Online Course £1300

The Online Course is highly accessible and makes full use of a combination of Real Training’s Campus Onlineª learning platform and Dyslexia Action’s psychologists. This means you can learn and progress at a pace and time to suit you. This course is relevant to anyone who works in the education sector and who administers and/or wants to understand and interpret tests. It will develop your competence, provide career opportunities and enhance your confidence. The course is made up of 7 units designed to work sequentially to build up your knowledge and understanding gradually. When you book a place on the course, you are allocated a tutor who is an experienced Dyslexia Action psychologist with an in depth understanding of specific learning difficulties.

4-day Intensive Course (New!) £1690 (day rate) £1895 (residential)

For those who would prefer to complete this qualification by more traditional methods, we offer the 4-day intensive contact course. These courses run with a minimum of 6 clients and are held in a comfortable hotel. The tutors are Dyslexia Action psychologists.

Course dates: 11th-14th November 2008 Sheffield (book now!) 3rd - 6th March 2009 Sheffield

For further information and/or to make a booking contact Gaynor Marshall at: [email protected]

34 Dyslexia Review Spring 2008, Volume 19 Number 2

Dyslexia Ð Surviving and succeeding at college Book Reviews (2007) by Dr Sylvia Moody

Support for Learning Differences in Higher Publisher: Routledge Education: The Essential Practitioners’ Manual ISBN: 978 0 415 43059 3 by Geraldine Price and Janet Skinner Price: £13.99 216 pages

Publisher: Trentham Books Ltd I was immediately struck by this book’s empathy for its ISBN: 978188564111 target audience, dyslexic and dyspraxic students Price: £18.99 entering a substantial period of further or higher education. This is more than a simple self help book, it This book offers an overview and comprehensive empowers the reader from the start. framework of the many threads making up the practitioner’s role. It guides those supporting students We begin with Clare as she tells us the story of her with learning differences in higher education through traumatic first term at college (Chapter one). How quickly different aspects of their role in a practical and user- it seemed her optimism and energy were lost among the friendly way. mass of detail that she had to deal with. She is suddenly adrift from all that is familiar, from the supportive parents The authors discuss theoretical issues and then place and the teachers who understood her difficulties. Now the role in its situational context, by specifically she has to find her own way around, take responsibility addressing dyslexia and its associated problems as for her own life and learning. We can almost feel the manifested in HE learners. It then moves through the panic, fear and shame, as she sees her non-dyslexic requirements of the role and devotes a very useful peers producing essays and making pertinent intelligent chapter to elements of the support process. It moves comments in tutorials, while she sinks into confusion. At from identification through to the differing support the same time, these same students are having a more needed by dyslexic students accessing different types of enjoyable social life! course. Clare is rescued by an almost chance contact from the The scope of the book is large and offers advice as dyslexia support tutor (Clare had ticked the ‘right’ box). diverse as supporting meta-cognition in the writing This tutor is able to offer the reassurance and process, supporting students on placements and support explanation that Dr Moody offers in chapters 2 and 9, for those doing fieldwork. It also discusses the Disability where dyslexia and dyspraxia are explained in simple Discrimination Act and the practical implications of this in terms. She also gives practical advice on, for example: terms of ‘reasonable adjustments’ and their impact on getting organised, reading and note taking, ways of support. remembering and academic writing. Each chapter seems to synthesise all that is good in study guides without As a practitioner who has recently started to work with being over complicated or prescriptive. There is always HE learners, I found this book answered many of my allowance for individual learning styles; an example of own questions . It provides a comprehensive guide to the this is the linear method of note taking being given equal issues faced by dyslexic students in Higher Education coverage as the bubble chart and family tree method. and discusses various models of support offered. It also discusses the role of the tutor, and provides useful and We return to Clare towards the end of the book (chapter specific examples of how to support students on an ten). By this time she has become a counsellor to individual level, as well as giving an overview of this type dyslexia and dyspraxic students. Dr Moody adapts of support as a whole. several of these sessions in the form of problem page letters. Each one has been carefully chosen to reflect the Rebecca Parkin variety of dyslexic/dyspraxic experience. We find Dyslexia Tutor, Leeds confusion, fear, frustration and rage in the problems, measured sensible advice in the replies.

Part three of the book includes photocopiable quick guides to dyslexia and dyspraxia for the student to pass on to their tutor and a short but vital chapter on career choice. Here the issue of disclosure is given realistic coverage.

35 Dyslexia Review Spring 2008, Volume 19 Number 2

In part four we have checklists of everyday and study contributions from several authors, each focussing on a difficulties, a section on ICT resources, contact details for particular area of study skills. useful organisations and suggestions for further reading. I have three concerns. The aims of the book are set out This book could be kept and revisited throughout and as having been designed to ‘help students with the beyond a student’s time in college. I highly recommend demands of college and university’. I would suggest that it. there are many students other than university students, David J Bailey who may be swayed to buy the book because of its title. Either the title needs to illuminate the narrow target David Bailey BA (Econ), PGC Ð SpLD (FE/HE) is an group more effectively, or the book be re-organised, to adult literacy tutor who has dyspraxic difficulties. include the many students who are studying at all ages and levels in diverse subjects. Study Skills for Dyslexic Students. edited by Sandra Hargreaves My second concern is with the print density and the high- order language. Students may well need to have a pre- Publisher: Sage attained grasp of study, academic and computer ISBN: 978-1-4129-3608-8 language, to extract the full meaning from the text. ISBN: 978-1-4192-3609-5(pbk) Price: £16.99 (paperback) The third concern reflects some disquiet at narrow definitions and descriptions of dyslexia, eg a definition of The presentation of this book on study skills, coupled dyslexia as a ‘reading weakness’ only, is not helpful to with a CD Rom, augurs well for its success, especially as the dyslexic who has competent reading skills (decoding) the impetus of the publication directs the guidelines and but has an on-going problem with encoding (spelling). A directives towards the students themselves. The use of further example is the assumed acceptance of the this multi-sensory approach is admirable, particularly as ‘discrepancy theory’, which uses the difference between the CD Rom mirrors the written work but allows the age/IQ and reading ability as a definition of dyslexia but student to receive the information using different ‘routes’ which has had many critics. (Pumfrey and to the brain. Reason,1991).

The book is of a comfortable size for handling and prior However, I recommend this book and the accompanying summaries of the individual chapters are clearly written, CD Rom, as it is a package that goes a long way to making the book an ideal source for referral and for provide the help and structure that students need in researching specific points. order to be effective and free from undue pressure.

The book is edited and part written by Sandra Dr. Joyce Hargrave-Wright Hargreaves and consists of eleven chapters, with Dyslexia Consultant, Assessor and Lecturer

36 Dyslexia Review Spring 2008, Volume 19 Number 2

Continuing Professional Development Summer School 2008

Developing Professional Needs 28 July to 8 August 2008

BOOK NOW FOR EARLY BIRD DISCOUNT - £150 PER DAY

Do You Need To: • Fulfil your requirements for CPD? • Update your knowledge? • Come on a taster course for the Postgraduate Certificate and Diploma e-learning course?

Courses For Teachers, SENCOs, Specialist Teachers, Speech and Language Therapists, Education Professionals

Venue Royal Holloway University of London, Egham, Surrey

Costs One day course £175 or £150 Guild Member/Early Bird Discount Three Day plus VLE accredited courses £750 (plus accommodation) Five Day plus VLE accredited courses £1500 (plus accommodation)

Courses Available Course Title Course Length How To Book Practical Teaching in Dyslexia and Literacy (including Dyslexia 5 days attendance + Institute Literacy Programme) supported online 5 days of attendance + 2 terms of online study study OCN Level 4 (QTS required) Open University credit rated Dyslexia Awareness & Working with Inclusion Development 1 day Materials (IDP) Techniques for Teaching Maths to Dyslexic Students 3 days + private For further details and 3 days attendance + 15-20 private study study booking visit OCNSER up to 5 credits at Level 3 www.dyslexiaaction.org.uk Dyslexic Adults in the workplace 1 day or complete booking Dyslexia Support in FE 1 day form overleaf Dyslexia Support in HE 1 day Study Skills to Help Dyslexic Learners 1 day Dyslexia and Counselling with parents and students 1 day Using ICT with dyslexic learners 3 days Dyslexia and Literacy in Early Years 1 day Postgraduate Certificate Taster Day 1 day Examination Access Arrangements 1 day Update your knowledge of testing and assessment 2 days Introduction to E-learning 1 day Hornsby Workshop Day (for current and past students) 1 day

For Further Information and Booking Visit www.dyslexiaaction.org.uk or Phone +44 (0) 01784 222304 Fax +44 (0) 01784 222393 email [email protected] Training Department Dyslexia Action Park House Wick Road Egham TW20 0HH United Kingdom Reg. Charity No. 268502

37 Dyslexia Review Spring 2008, Volume 19 Number 2

DYSLEXIA ACTION SUMMER SCHOOL 2008 BOOKING FORM BOOK BY 30 JUNE TO QUALIFY FOR EARLY BIRD DISCOUNT - £150 PER DAY Course/s you are applying for: Course Title

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38

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The Dyslexia Guild 2 Grosvenor Gardens, London SW1W 0DH T 020 7730 9202 E [email protected]

Dyslexia Action Park House, Wick Road, Egham, Surrey TW20 0HH T 01784 222300 F 01784 222333 E [email protected] www.dyslexiaaction.org.uk Registered in England Company No. 1179975 Charity No. 268502

Dyslexia Action is the working name for the Dyslexia Institute ISSN 0308 6275