tag:blogger.com,1999:blog-249861782908199182024-03-13T21:40:25.801-07:00DRT strategy BlogAnonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.comBlogger27125tag:blogger.com,1999:blog-24986178290819918.post-59047022410415293062018-06-16T06:28:00.000-07:002018-06-16T06:28:08.242-07:00http://www.interdys.org/ewebeditpro5/upload/AccommodatingStudentsWithDyslexia
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The International Dyslexia Association’s fact sheet on
accommodating students with dyslexiaAnonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-62493478985638584552017-05-12T02:28:00.001-07:002017-05-12T02:28:39.581-07:00Timings <br />
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Today I was asked for some advice about timings, i thought i should post my response here encase its useful to others. </div>
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Timing is often a big issue for those with SpLD. We just don't notice the passage of time.</div>
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One recommendation is using a timer - if you take a break time your break as well as timing your revision sessions so that you don't get lost in social media. If you chose 5 minutes as a break at least you shall be aware when 5 minutes has passed (there is nothing wrong with resetting if that is what you want to do!) but I know lots of teenagers and adults alike who sit to play 20 minutes of computer games only to realise that 5 hours has passed and they didn't enjoy their Saturday anymore than if they had only played 20 minutes then done other things. </div>
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It always takes 'dedication' to come back to a task but in SpLD time can pass without even noticing - setting a regular alarm will stop this from happening.</div>
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Timing in exams is another one that is difficult but having a plan for how to use your time at the beginning and working out how long to spend on each bit is a great help and can prevent time being wasted on a difficult question without leaving time for easier questions where points could be made. Always tackle the questions with the most points first and divide the time you take in the exam by the value of the question. </div>
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eg - if you have a paper that has three parts in a 1 hour exam </div>
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part 1 is 10 multiple chose questions worth 1 point each</div>
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Part 2 is 2 short base answer questions worth 5 points each</div>
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part 3 is an essay worth 10 points </div>
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start with part 3 giving 20 minutes (try and plan first too so if you need to come back later you know what you'd planned to say - plus if you don't finish examiners know where you were going) - always leave space while writing to be able to make additions if you have to write on paper rather than a computer. Maybe write on every other line so you can neatly add or correct your work.</div>
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part 2 gives two lots of 10 minutes</div>
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part 1 gives 10 lots of 2 minutes </div>
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then you can use any extra time left to go back and check your answers or extend your longer answers </div>
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This way you don't lose points through not having had time to get to them</div>
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best of luck </div>
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Anna </div>
Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-20180609974008004372016-12-20T03:20:00.001-08:002016-12-20T03:20:27.964-08:00Free Webinar on Dyslexia and Music<h2>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Dr Anna Pitt is a member of the British Dyslexia Association's Music Committee. Her Colleagues</span><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> Dr Paula Bishop Liebler and Sally Daunt presented their talk '</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; font-size: large;">Music & Dyslexia - Definitions, difficulties, strengths and strategies' to the ISM in March of 2016. The webinar is now available online.</span></div>
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<span style="color: #0b5394;"><a href="https://www.youtube.com/watch?v=yx3KqfsTmsY&t=12s" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">https://www.youtube.com/watch?v=yx3KqfsTmsY&t=12s</span></a></span></div>
Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-80025050724162275042016-10-07T03:02:00.004-07:002016-10-07T03:02:50.833-07:00Internet Links<br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Today I received an interesting email from Sarah Brian who works with Caring4OurKids.</span><br />
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<a href="http://caring4ourkids.com/wp-content/uploads/2016/05/x_caring4ourkids02logo.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="x_caring4ourkids02logo" border="0" height="135" src="http://caring4ourkids.com/wp-content/uploads/2016/05/x_caring4ourkids02logo.png" width="200" /></a><span style="font-family: Arial, Helvetica, sans-serif;"> Their website describes them as "</span><span style="background-color: white; font-family: "Open Sans", Arial, Helvetica, sans-serif; font-size: 16px;"> a group of parents who have children on the Autism Spectrum or who suffer from inflammatory diseases such as Chronic Fatigue Syndrome or Fibromyalgia. Recent studies suggest a link between these conditions. We each know how overwhelming it can be when your child is first diagnosed. As well, we understand the daily struggle as well as the joys of raising these very special children. We have come together to curate and create resources that have been helpful to us in the hopes that these will help other parents struggling to care for and to help their children thrive."</span><br />
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<span style="background-color: white; font-family: "Open Sans", Arial, Helvetica, sans-serif; font-size: 16px;">They had found our list of resources </span><a data-saferedirecturl="https://www.google.com/url?hl=en-GB&q=http://www.dyslexic.org.uk/links&source=gmail&ust=1475917099872000&usg=AFQjCNFtxZsuuJUvw-2FNYy54LeSbF79MA" href="http://www.dyslexic.org.uk/links" style="color: #1155cc; font-family: arial, sans-serif;" target="_blank">here </a> <span style="font-family: Arial, Helvetica, sans-serif;">but thought that there were other links that might be useful. The links they suggested are targetted towards children with ASD, and their families, but they include some very good recourses which would be useful to children with a range of different difficulties. </span><br />
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<a data-saferedirecturl="https://www.google.com/url?hl=en-GB&q=http://autism.sesamestreet.org/&source=gmail&ust=1475917099872000&usg=AFQjCNF29-pjZcekfxfVEjHOLOgUmaCZOg" href="http://autism.sesamestreet.org/" style="color: #4a89dc;" target="_blank">Sesame Street Autism Resources for Parents</a></div>
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<span style="font-size: x-small;">This site is a <span style="font-family: Arial, "Helvetica Neue", Helvetica, sans-serif;">See Amazing in All Children, a nationwide initiative aimed at communities with children ages 2 to 5. Developed with input from parents, people who serve the autism community, and people with autism, See Amazing in All Children offers families ways to overcome common challenges and simplify everyday activities. At the same time, the project fosters an affirming narrative around autism for all families and kids.</span></span></div>
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<a href="https://3.bp.blogspot.com/-yNYM0H58-KA/V_dwxHxI-XI/AAAAAAAAAL4/Xg9G_OeFN6cfhBUFW0SW3-c3ZY9fY6rAwCLcB/s1600/SensoryOverloadChild-1463628692.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="103" src="https://3.bp.blogspot.com/-yNYM0H58-KA/V_dwxHxI-XI/AAAAAAAAAL4/Xg9G_OeFN6cfhBUFW0SW3-c3ZY9fY6rAwCLcB/s200/SensoryOverloadChild-1463628692.jpg" width="200" /></a></div>
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<a data-saferedirecturl="https://www.google.com/url?hl=en-GB&q=http://www.retailmenot.com/blog/sensory-overload-while-shopping.html&source=gmail&ust=1475917099872000&usg=AFQjCNFL6vSSM7BEELI-RUtJ55jWBChZcA" href="http://www.retailmenot.com/blog/sensory-overload-while-shopping.html" style="color: #4a89dc; font-size: 12.8px;" target="_blank">Reduce the Noise: Help Loved Ones with Sensory Overload Enjoy Shopping</a></div>
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<span style="font-size: x-small;">About <a href="http://onwisconsin.uwalumni.com/on_campus/sensory-overload/" rel="nofollow" style="color: #259fc4; text-decoration: none;" target="_blank">5 percent</a> of the population is estimated to suffer from some form of sensory processing disorder. Considering that everyone needs to shop at some point, there are tremendous numbers of people out and about on a daily basis who are struggling to cope with sensory overload. Their site includes good illustrations of what it can feel like for a child suffering from sensory overload and provides innovative suggestions to support them. </span></div>
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<a data-saferedirecturl="https://www.google.com/url?hl=en-GB&q=http://www.washington.edu/doit/academic-accommodations-students-learning-disabilities&source=gmail&ust=1475917099872000&usg=AFQjCNFjO8iNZ6yaeMQLC2t_XvzAQ34CcA" href="http://www.washington.edu/doit/academic-accommodations-students-learning-disabilities" style="color: #4a89dc; font-family: arial, sans-serif; font-size: 12.8px;" target="_blank">Academic Accommodation Resources</a></div>
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<span style="color: #333333; font-family: OpenSansRegular, Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center is dedicated to empowering people with disabilities through technology and education. It promotes awareness and accessibility—in both the classroom and the workplace—to maximize the potential of individuals with disabilities and make our communities more vibrant, diverse, and inclusive.</span></span></div>
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<a data-saferedirecturl="https://www.google.com/url?hl=en-GB&q=https://www.justgreatlawyers.com/estate-planning-for-parents-of-children-with-autism&source=gmail&ust=1475917099872000&usg=AFQjCNGvIFXuKpdwS_-eGxe802u9MobsrQ" href="https://www.justgreatlawyers.com/estate-planning-for-parents-of-children-with-autism" style="color: #1155cc;" target="_blank">Estate Planning for Parents of Special Needs Kids</a></div>
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This is an American based site created by lawyers who provide information and support about the legal support available to families of children with SEN. However, this may have limited information for those in the UK</div>
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Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-28645081005751954172016-07-31T15:27:00.002-07:002016-07-31T15:27:46.066-07:00Summer Slip<span style="background-color: white;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Summer Holidays are a great time to get ahead if you 've been falling behind in school. But equally it's been a tough year and everyone deserves a break.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Parents and students should attempt to find engaging ways to keep using your reading and writing skills over the holidays. Keeping a blog / diary or writing lots of postcards to friends and family can help stop that summer slip.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">READ things they find INTERESTING ! - it doesn't have to be 'War and Peace' to count - if they express an interest then help facilitate them in reading. Even i it is too hard for them - help them with the bits they can't do but then get them to read the bits they can. Then discuss it and what they found interesting about it.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span></span><a href="http://www.printablee.com/postpic/2010/09/comic-strip-template-for-kids-printable_290349.jpg" imageanchor="1" style="clear: left; float: left; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px; margin-bottom: 1em; margin-right: 1em; text-decoration: none;"><span style="background-color: white;"><span style="color: black;"><img alt="Comic Strip Template for Kids Printable" border="0" height="200" src="http://www.printablee.com/postpic/2010/09/comic-strip-template-for-kids-printable_290349.jpg" style="border: none; position: relative;" width="160" /></span></span></a><span style="background-color: white;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Cartoon templates : writing diaries or letters may feel a lot of 'unfun' work, but a new set of colouring pencils and a printed cartoon template (they can also cut pictures out of magazines if they don't feel their drawing skills are up to the task) - http://www.printablee.com/post_cartoon-template-printable_290348/ </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Colouring books - some of the beautiful new colouring books inspire both mindfullness and increase fine motor control. While it might not be as good as writing it does increase penmanship and control which will improve handwriting. </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Jigsaw Puzzels - this is a good way of practicing both visual memory, and mental rotation. It can be quite difficult to sit and focus on a puzzel for a long time but if you start with a smaller number of pieces with an interesting graphic they can build up their 'staying power'. This may have a postive impact on their ability to maintain their concentration in the classroom when they go back in September.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Equally holidays often mean long car journies - or times without electronics.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">This can be a time to engage with games that can help mold our thinking. </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">20 questions - asking a family member to guess an item in 20 questions helps develop top down processing skills and encourages using logic - as well as supporting their memory.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">http://www.wikihow.com/Play-20-Questions</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">I Spy with my little eye...........</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"> something beginning with ..... </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"> something ending in.......</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"> something with 'ai' in the middle </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Aways give the phonic sound of the letter to young children rather than the name of the letter ( - i.e. 'ah' rather than 'AYYY' ). This can help fill time over a long car journey while also helping with spelling.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">I went to the shops and I bought ........</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">this is a memory game which can be made easier or harder though limitations. It is easier to add restrictions such as 'in alphabetical order' or 'only foods' it can be made harder by removing those limitations.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Give them a go - they are a fun way to help extend your kids abilities without feeling like you are imposing work during their holidays. </span></span>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-24829519909493447532016-07-31T15:26:00.004-07:002016-07-31T15:26:49.499-07:00Summer Revision - its never too early to start .......<span style="background-color: white;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">It's true !</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">As much as you hate me and your parents saying it - starting early really does make the biggest difference. </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">No matter how much extra time or how good you think you are at cramming nothing will have more impact on your grades than how well you understand your subjects. If you KNOW something you write a much better argument or exam answer than if you have to waste time trying to REMEMBER it. </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">The good news is that there are now lots of fun ways to go about this.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Youtube and the rest of the internet are FULL of really quite informative and engaging videos that help provide information in a way that helps your memory. </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">That doesn't mean you don't have to practice pulling all that information back out of your head - or make a few lists of names and dates that you will have to really go over to be able to remember them. But a few different videos can help make a boring text more interesting or help give another opinion on a book that you hadn't thought about.</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Here are some of my favorites </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Lord of the Flies</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">https://www.youtube.com/watch?v=-tXpA3dIEtI</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">or Macbeth (a bit rude so not for sensitive ears )</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">https://www.youtube.com/watch?v=T-PKotyoxys</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">The summer holiday is a great time to relax but also to get ahead - you'd be surprised how many great books are on the reading lists and how many have been turned into brilliant films (</span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 16.12px;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">Baz Luhrmann's </span></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Romeo and Juliet will always be one of my favorite films)</span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">Just remember that for every little bit you do now - its a bit that you will feel slightly ahead on next year. You will go to them remembering things better and understanding them more. When we understand things we are able to look for the hidden meanings or the implications - all this makes it MUCH LESS BORING </span><br style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;" /><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;"><br /></span><span style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px; line-height: 20.79px;"></span><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; font-size: 14.85px; line-height: 20.79px;">its a win win</span></span>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-44722853444139068432016-05-05T00:44:00.001-07:002016-05-05T00:44:23.905-07:00Government Responce <table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable">
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Dear Dr Anna Pitt,<o:p></o:p><br />
The Government has responded to the petition you signed – “<a href="https://petition.parliament.uk/petitions/124352">Reinstate allowances regarding spelling for pupils with dyslexia.</a>”.<o:p></o:p><br />
Government responded:<o:p></o:p><br />
We are committed to supporting pupils with dyslexia. The teacher assessment of writing will help to ensure that all pupils have a secure grounding in this subject and identify where support is needed.<o:p></o:p><br />
We are committed to improving support for pupils with dyslexia. Our reforms to the special educational needs and disabilities system emphasise providing tailored support to meet pupils’ specific needs. The reforms encourage close working with parents and pupils to make sure the support that pupils need is identified early. We work with, and provide funding to, dyslexia organisations to help to ensure that these pupils get the necessary support. <o:p></o:p><br />
It is essential that all pupils leave primary school with the skills to succeed in secondary school. Pupils who can spell quickly and precisely are able to write down their ideas fluently and accurately, freeing them to concentrate on the meaning of what they want to say. Spelling is therefore a vital element of the National Curriculum at both key stages and is included as part of the teacher assessments of writing in Year 2 and Year 6. <o:p></o:p><br />
The new interim teacher assessment framework for Key Stage 2 (KS2) is designed to assess the extent to which pupils have gained a secure grounding in the National Curriculum before they move on to the next stage of their education. This will be assessed by the pupils’ teachers. In writing, to meet the ‘expected standard’ pupils must be able to spell most words accurately, using the detailed spelling rules and guidance in the KS2 programme of study. The statutory KS2 wordlists are made up of words that we know pupils frequently misspell. <o:p></o:p><br />
These assessments form part of the information used to help teachers and parents understand how pupils are performing against national expectations. They also allow us to hold schools to account for how well they have supported all their pupils to reach the expected standard.<o:p></o:p><br />
Assessment by pupils’ teachers at the end of Year 6 provides the secondary schools with accurate information on their new Year 7 pupils. The secondary schools can then effectively support all the pupils who did not meet the expected standard to achieve their full potential. They cannot respond quickly to these pupils’ needs if the assessment information they receive does not reflect accurately what pupils know and can do.<o:p></o:p><br />
Our approach applies to all pupils, including those with dyslexia, because it is in these pupils’ best interests that teachers assess accurately what they can or cannot do. <o:p></o:p><br />
Statutory assessments, however, form only part of the broader assessments that teachers continually make. Schools should report statutory assessment outcomes in the context of wider information about pupils’ overall achievements and progress across the whole curriculum. <o:p></o:p><br />
Department for Education<o:p></o:p><br />
Click this link to view the response online:<o:p></o:p><br />
<a href="https://petition.parliament.uk/petitions/124352?reveal_response=yes">https://petition.parliament.uk/petitions/124352?reveal_response=yes</a><o:p></o:p><br />
The Petitions Committee will take a look at this petition and its response. They can press the government for action and gather evidence. If this petition reaches 100,000 signatures, the Committee will consider it for a debate.<o:p></o:p><br />
The Committee is made up of 11 MPs, from political parties in government and in opposition. It is entirely independent of the Government. Find out more about the Committee: <a href="https://petition.parliament.uk/help#petitions-committee">https://petition.parliament.uk/help#petitions-committee</a><o:p></o:p><br />
Thanks,<br />The Petitions team<br />UK Government and Parliament<o:p></o:p><br />
<span style="font-size: 10.0pt;">You’re receiving this email because you signed this petition. <a href="https://petition.parliament.uk/signatures/13181976/unsubscribe/2XKPzQLo1QUb0NPvCx66">Unsubscribe</a></span><o:p></o:p><br />
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Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-75013364238122851832016-02-23T09:42:00.001-08:002016-02-23T09:42:35.741-08:00Lego ClubI meet lots of children who enjoy Lego. It's a great way to develop non-verbal spatial skills and instruction following, and inspires children to be creative. <div><br></div><div>I also always try to inspire children to read - no matter what it is they are reading. </div><div><br></div><div>I've just found out that Lego.com run a Lego club. When you are logged in you can see videos and games but you can also subscribe to their FREE magazine ! </div><div><br></div><div>They send you it in the mail. We all know how much we love getting old fashioned post and children enjoy the magazine too. <div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-4evB4tJ5-tQ/VsyaCVheEzI/AAAAAAAAAHk/4dKdJOHgzwk/s640/blogger-image-1094373827.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-4evB4tJ5-tQ/VsyaCVheEzI/AAAAAAAAAHk/4dKdJOHgzwk/s640/blogger-image-1094373827.jpg"></a></div></div><div><br></div><div>All Free ! </div><div>I don't often push products but this is one I feel is worth the effort :) </div>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com2tag:blogger.com,1999:blog-24986178290819918.post-744704280129010412015-11-17T07:47:00.001-08:002016-02-23T09:36:01.495-08:00The Dyslexia Debate<div align="center" class="MsoNormal" style="text-align: center;">
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">It is a devastating indictment of the US and UK educational systems that after 12 years of full time education as many as a quarter of all children leave school unable to read properly. This huge waste of talent and the human and economic costs it engenders, is the motivation behind Joe Elliot and Elena Grigorenko’s book, The Dyslexia Debate. But their suggestion that we should scrap the whole concept of dyslexia is profoundly misguided. They argue that at present there is no way of deciding who is ‘dyslexic’ and who is a poor reader for other reasons. So they claim that all poor readers could be called dyslexic. Since this ‘diagnosis’ doesn’t help to improve their treatment, and, they say, it does more harm than good because its use diverts resources to a favoured few who can effectively ‘buy’ the diagnosis unfairly, they argue that the whole concept should be scrapped altogether<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Here I argue, on the contrary, that scrapping the term ‘dyslexia’ would be a huge mistake. A diagnosis of dyslexia relieves a child enormously of doubting his own abilities and feeling stupid, and more importantly, our progressively greater understanding of the neuroscience of reading, means that we are now close to being able to identify those with true developmental dyslexia in its original neurological sense, encapsulating its aetiology, which will enable us to develop more effective treatments, targeted to each individual.<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">The ‘phonological theory’<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> A major problem has been that reading problems have been mainly studied at too high a cognitive level (see figure below), so that explanations have become almost tautologous. Currently the most favoured hypothesis which purports to explain dyslexia, postulates that it is due to a ‘phonological deficit’; dyslexics cannot ‘decode’ the written word, ie they cannot successfully translate its letters into the sounds they stand for. But this is really a tautology; the essence of reading is letter/sound translation. So this phonological ‘theory’ is set at too high a level; it merely redescribes the fact that dyslexics find it difficult to read. Hence it is not at all surprising that most poor readers have a phonological deficit. Of course we cannot distinguish a subgroup of dyslexic readers on that basis.<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">The interesting question is <u>why</u> these children fail to learn to decode. To find answers demands studies at a lower sensory processing level: why can’t some children identify letters and their order visually, why can’t they hear the separate sounds in words to match with the letters? If the condition, dyslexia, does exist, then we ought to be able to find it by searching for the mediating sensory processing deficits that cause the problems. Grigorenko and Elliot admit that greater understanding of the genetic and neurological mechanisms that underpin dyslexia ought to lead us to being able to discriminate dyslexics from other poor readers according to their underlying causes. But they believe that our understanding is not yet detailed enough. <o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Discrepancy definition<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Their greatest scorn is poured on the idea that searching for a discrepancy between reading and other cognitive attainments, as summarised in IQ measures, is a good starting point to define true dyslexia. Following Keith Stanovitch’s provocative question posed 25 years earlier (Does Dyslexia Exist?), Grigorenko and Elliot repeat the claim that IQ does not predict reading ability, so that trying to detect discrepancies between them is like comparing chalk with cheese – irrelevant. Furthermore it is alleged that whether a poor reader has such a discrepancy or not, they all suffer the same phonological problems which can be successfully treated in the same way - by concentrated phonics training.<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">In fact however, non-reading IQ <u>does</u> predict reading ability, accounting for about 50% of reading differences between individuals. So one can identify a group of poor readers with low, average or high intelligence, but whose reading is far behind what you’d expect from measuring their non-reading abilities, or better still comparing their reading comprehension of written material with their oral comprehension of similar material read out to them. True, their phonological disabilities are no different than in non-discrepant poor readers. However that merely says that they’re equally poor readers. Phonological training usually does little to help them because they have more fundamental low level sensory processing problems. <o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">More and more evidence is now accruing that there are some children whose reading is way behind what you’d expect, because they have specific low level sensory processing impairments; these are the true dyslexics. Their sensory difficulties seem to particularly involve ‘temporal processing’, ie visual and auditory sensitivity to changes in the environment. Temporal processing underpins the ability to rapidly deploy attention sequentially, visually on the order of letters in a word or auditorily to hear the precise order of the sounds in it. These rapid but precise shifts of attention are essential to form robust and readily recallable representations of word forms and sounds in memory. Since they don’t only impact on reading, they explain many of the non reading symptoms that are frequently associated with dyslexia, such as poor visual search, mistakes in sight reading music, mispronounciations of multisyllable words (elephant as ephelant) and poor visual and auditory short term memory. <o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Because these temporal processing weaknesses are found only in children whose reading is unexpectedly lagging behind their other general abilities, and they can in principle be helped by appropriate sensory training, these findings offer the hope that we will soon be able to identify reliable ‘biomarkers’ that will unequivocally separate dyslexic from other poor readers, and thus contribute to improving their treatment.<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Improved remediation<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">However these developments should not consign non-dyslexic poor readers to everlasting second class education as Grigorenko and Elliot fear; everybody sympathises with their worries on this score. On the contrary being able to diagnose dyslexia reliably should improve the efficiency and therefore the cost effectiveness of remediation, and therewith release funds for more targeted and efficient management of non-dyslexic children with reading difficulties; ie both groups should win. <o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Summary<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">To summarise the arguments – the key idea in ‘The Dyslexia Debate’ is that it is currently impossible to distinguish dyslexics from other poor readers because they all have phonological problems. Because the diagnosis doesn’t help treatment and is obtained only for a favoured few the concept should be scrapped. <o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">On the contrary, I argue that it is not the concept of dyslexia that should be scrapped, but this phonological theory, because it is not really a theory; it merely repeats in different words that dyslexics have difficulties with reading. What we need is an understanding of the basic visual and auditory sensory processing impairments that cause these difficulties. When we understand these better, as we soon will, we will have a reliable means of identifying true dyslexics, and better still, this should lead to rational approaches to remediating every child’s particular difficulties. <o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">All children have a right to learn to read in any civilised educational system. Abolishing the concept of dyslexia is not the right way to accomplish this. Instead we should devote our energies to working out the individual causes of each child’s reading difficulties, so that we can best help each and every child, whether dyslexic or not.<o:p></o:p></span></div>
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<span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> Written by Prof John Stein published in : </span><span style="color: #1f497d; font-family: Calibri, sans-serif; font-size: 11pt;">Dyslexia Contact 2025 vol 34(3) – September p 12-14.</span></div>
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Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-68071232054183272482015-11-04T09:04:00.000-08:002015-11-04T09:04:09.300-08:00Update from - Accessing Books <h1 style="margin-bottom: 0.0001pt;">
<span style="font-size: 12.0pt;">Complementary resources to ‘Accessing Books - A Guide
for Dyslexic Adults’<o:p></o:p></span></h1>
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<span style="font-family: "Century Gothic",sans-serif;">3 new resources
that support dyslexics to engage with books are available from the Seeing
Ear. They are free downloads. They complement the self-help guide
‘Accessing Books - A Guide for Dyslexic Adults’, detailed on this blog on 21
August 2015. <o:p></o:p></span></div>
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<h1 style="margin-bottom: 0.0001pt;">
What are
the contents of these resources?<o:p></o:p></h1>
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<!--[if !supportLists]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt; mso-bidi-font-family: "Century Gothic"; mso-fareast-font-family: "Century Gothic";">1)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt;">A <b>list</b> of book series for adults that are
more accessible than mainstream books <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt; mso-bidi-font-family: "Century Gothic"; mso-fareast-font-family: "Century Gothic";">2)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt;">A set of <b>strategy flashcards </b>that aim to help
dyslexics to engage with books <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt; mso-bidi-font-family: "Century Gothic"; mso-fareast-font-family: "Century Gothic";">3)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt;">An <b>activity </b>that dyslexics can use to
identify accessible features of mainstream books <o:p></o:p></span></div>
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<h1 style="margin-bottom: 0.0001pt;">
Who are
the resources aimed at?<o:p></o:p></h1>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif;">dyslexic
adults <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif;">people
supporting anyone of any age to engage with books e.g. educators, library
staff, family members <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif;">learners
and students e.g. adult literacy learners, students of English<o:p></o:p></span></div>
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<b><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt;">Where
are the resources available?<o:p></o:p></span></b></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span class="MsoHyperlink"><span style="font-family: Symbol; font-size: 11pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt;">In pdf under the subheading ‘Guides by others’ at </span><a href="http://www.seeingear.org/resources/dyslexia"><span style="font-size: 11.0pt;">http://www.seeingear.org/resources/dyslexia</span></a><span class="MsoHyperlink"><span style="font-size: 11.0pt;"> <o:p></o:p></span></span></div>
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<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span class="MsoHyperlink"><span style="font-family: Symbol; font-size: 11pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span></span><!--[endif]--><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt;">In Word from the Seeing Ear library which
dyslexics are eligible to join </span><a href="http://www.seeingear.org/our-library"><span style="font-size: 11.0pt;">http://www.seeingear.org/our-library</span></a><span style="font-family: "Century Gothic",sans-serif; font-size: 11.0pt;"> </span><span class="MsoHyperlink"><span style="font-size: 11.0pt;"><o:p></o:p></span></span></div>
Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-27292576361022995582015-11-04T07:22:00.003-08:002015-11-04T07:23:20.805-08:00<a href="https://youtu.be/5ImEaEK3iKM">https://youtu.be/5ImEaEK3iKM</a><br />
<a href="https://scontent-lhr3-1.xx.fbcdn.net/hphotos-xft1/v/t1.0-9/11990506_1689335284613216_3846776053178942408_n.jpg?oh=b3aea8be2240e88c40e32c2acbe7e210&oe=56F8F703" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://scontent-lhr3-1.xx.fbcdn.net/hphotos-xft1/v/t1.0-9/11990506_1689335284613216_3846776053178942408_n.jpg?oh=b3aea8be2240e88c40e32c2acbe7e210&oe=56F8F703" /></a><br />
<br />
Today I received a link to this video from <span style="color: black;">Steven Mcleish. A spoken word artist who I felt wonderfully summed up some of the experiences Dyslexics go through and the power with which they can contribute.</span><br />
<span style="color: black;"><br /></span>
<span style="color: black;">I found it quite moving </span><br />
<span style="color: black;"><br /></span>
<span style="color: black;">have a listen. </span><br />
<span style="color: black;"></span>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-23358335521317288002015-11-04T07:18:00.001-08:002015-11-04T07:18:46.382-08:00Reading in the Forest <div style="background-color: white; color: #141823; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19.32px; margin-bottom: 6px;">
This week John and I have travelled to The Black Forest in Germany to attend an exclusive conference. Presenting the research from the DRT and learning from some of the best researchers in reading in the world.</div>
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I was a little apprehensive about coming as I was busy and didn't know if I could afford the time to go but I am so very glad I did. My passion for the research has been reignited and I have traded ideas with people who's research I have admired for years.</div>
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Resear<span class="text_exposed_show" style="display: inline;">ch was presented by the finest minds including Angela Fawcette, discussion the lack of automatisation in dyslexia; Rod Nicolson who proposed delaying explicit reading teaching in favour of training the central executive skills first. Ken Pugh and Andrea Facoetti had a good debate about the nature of the underlying causes of dyslexia and o have to admit that I found Andrea's argument well grounded in neuroscience as well as brimming with passion for the theoretical implications.</span></div>
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John and I also presented our work. John talked about the background to his neuronal magnocellular theory that dyslexia results from impaired magnocells across all brain systems. I had a poster which reported our findings on a recent EEG study investigating auditory stimulation responses in dyslexics in comparison to controls.</div>
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Overall my favourite part was meeting with so many fascinating researchers in such an intimate venue. It felt like being invited backstage at an extremely geeky rock concert. And it gave a similar thrill.</div>
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I just hope this inspiration continues when we return to real life.</div>
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Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-5602835383424998572015-09-29T03:15:00.002-07:002015-09-29T03:17:07.306-07:00I am often asked about books that children might like<br />
<br />
every child has their own preferences but often its difficult to know where to start looking:<br />
<br />
this is a great list compiled by Bags of Books who have separated the books by age<br />
they have compiled the more unusual books that kids are enjoying beyond the classic favourites we always think they will enjoy, <br />
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<a href="http://2.bp.blogspot.com/-YNMwshh1BrM/VgplFnnWhtI/AAAAAAAAAEk/kdo1Mq2jrCQ/s1600/books.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-YNMwshh1BrM/VgplFnnWhtI/AAAAAAAAAEk/kdo1Mq2jrCQ/s1600/books.jpg" /></a></div>
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http://www.bagsofbooklists.com/77books/Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-21089228035221428462015-09-04T10:47:00.001-07:002015-09-04T10:47:40.672-07:00Never too earlyFor those starting their GCSE or A-level courses this year it might be worth pointing out that it's never too early to think about revision. <div><br></div><div>The best time to make revision cards is when you understand the subject best. That is usually when you are actually doing it in class - not two years later from a text book or old notes. </div><div><br></div><div>If you try and make a few cards each week on what you've been learning by the time revision comes you'll have a huge head start. </div><div><br></div><div>Make sure you keep them somewhere safe, where you can look over them little but often -- you'll be surprised how much you could take in. </div><div><br></div><div><br></div>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-32246981220035814052015-09-04T10:41:00.001-07:002015-09-04T10:41:58.991-07:00Lernstift - a spellchecking pen !The Internet has made me aware of a pen that checks your spellings as you write !!!! Has anyone ever seen it in action ? Any chance it could cope with my terrible handwriting ?! It sounds like a lovely idea to me. <div>Lernstift</div><div>http://incredibleengineering.com/lernstift-a-pen-that-checks-your-spellings-as-you-write/</div><div><br></div><div><br></div>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-62987799361071549582015-08-21T00:53:00.000-07:002015-09-04T10:42:28.928-07:00‘Accessing Books - A Guide for Dyslexic Adults<br>
<br>
<div class="MsoNoSpacing">
<b><span style="color: #073763; font-family: Arial, Helvetica, sans-serif; font-size: 16.0pt; mso-themecolor: text2;">‘Accessing Books - A Guide for Dyslexic Adults’<o:p></o:p></span></b></div>
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<span style="color: #073763; font-family: Arial, Helvetica, sans-serif;"><br></span></div>
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<span style="color: #073763; font-family: Arial, Helvetica, sans-serif;"><b><span style="color: #1f497d; font-family: "Century Gothic",sans-serif; font-size: 14.0pt; mso-themecolor: text2;">Help with books</span></b><span style="color: #1f497d; font-family: "Century Gothic",sans-serif; font-size: 14.0pt; mso-themecolor: text2;"> <o:p></o:p></span></span></div>
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<span style="color: #073763; font-family: Arial, Helvetica, sans-serif;"><span style="color: #1f497d; font-family: "Century Gothic",sans-serif; mso-themecolor: text2;">‘Accessing Books - A Guide for Dyslexic
Adults’ is a free downloadable resource.
It outlines strategies and other means that can help dyslexic adults to engage
with books. It contains lots of ideas
and information and is written by a dyslexic.</span><span style="color: #1f497d; mso-themecolor: text2;"><o:p></o:p></span></span></div>
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<span style="color: #073763; font-family: Arial, Helvetica, sans-serif;"><br></span></div>
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<b><span style="color: #1f497d; font-family: "Century Gothic",sans-serif; font-size: 14.0pt; mso-themecolor: text2;"><span style="color: #073763; font-family: Arial, Helvetica, sans-serif;">Overview </span><o:p></o:p></span></b></div>
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<b><span style="color: #1f497d; font-family: "Century Gothic",sans-serif; font-size: 14.0pt; mso-themecolor: text2;"><br></span></b></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-ps_MUskZcug/VJRLryC33ZI/AAAAAAAAADA/9yyGuDmxSi4/s1600/dyslexia%2Bguide.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="286" src="http://3.bp.blogspot.com/-ps_MUskZcug/VJRLryC33ZI/AAAAAAAAADA/9yyGuDmxSi4/s1600/dyslexia%2Bguide.png" width="320"></a></div>
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<b><span style="color: #073763; font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-themecolor: text2;"><br></span></b></div>
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<b><span style="color: #073763; font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-themecolor: text2;"><br></span></b><span style="font-family: Verdana, sans-serif; font-size: 12pt;">To download the guide, copy and paste
the second url below into your browser. Once you have opened the
document, click on the download icon in the border above the page. If the
icon is not visible, hover the mouse in the border above the page and it will
appear. To download an overview of the guide, do the same with the
first url below</span><b><span style="color: #073763; font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-themecolor: text2;">: </span></b></div>
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<span style="color: #073763; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b><br></b></span>
<span style="color: #073763; font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><b>https://drive.google.com/file/d/0B35hqPwDwrDdYnFoYUUtcGFVV00/view?usp=sharing</b></span></div>
<h1>
<span style="color: #1f497d; font-family: Arial, Helvetica, sans-serif; font-size: x-small;">https://drive.google.com/file/d/0B35hqPwDwrDdSHY4R1ZYZTZqU1E/view?usp=sharing</span></h1>
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<br>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-58495392406761743422015-05-18T08:45:00.000-07:002015-05-18T08:45:59.090-07:00<br />
<br />
<br />
https://ugc.futurelearn.com/uploads/files/78/85/788593b5-cf6e-414a-a00e-ee8d24cfc974/Websites_Apps_Dyslexia.pdf<br />
<br />
<br />
<br />
this is a link to a great list of different IT strategies and websites compiled by Lancaster University<br />
<br />Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-79402628530242749902015-02-11T06:29:00.001-08:002015-02-11T06:29:54.992-08:00Dyslexia and Language Teaching<div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">A new course is available from Lancaster University. I have done a similar course before and they can be very useful to language teachers who have dyslexia in their classrooms. </span></p><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></p><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></p><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></p><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></p><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">We are pleased to announce a free online learning course on 'Dyslexia and language teaching’ (<a href="https://www.futurelearn.com/courses/dyslexia" target="_blank">https://www.futurelearn.com/courses/dyslexia</a>) which runs from <a href="x-apple-data-detectors://5" x-apple-data-detectors="true" x-apple-data-detectors-type="calendar-event" x-apple-data-detectors-result="5">20</a><sup><a href="x-apple-data-detectors://5" x-apple-data-detectors="true" x-apple-data-detectors-type="calendar-event" x-apple-data-detectors-result="5">th</a></sup><a href="x-apple-data-detectors://5" x-apple-data-detectors="true" x-apple-data-detectors-type="calendar-event" x-apple-data-detectors-result="5"> of April – 17</a><sup><a href="x-apple-data-detectors://5" x-apple-data-detectors="true" x-apple-data-detectors-type="calendar-event" x-apple-data-detectors-result="5">th</a></sup><a href="x-apple-data-detectors://5" x-apple-data-detectors="true" x-apple-data-detectors-type="calendar-event" x-apple-data-detectors-result="5"> of May 2015</a>.<o:p></o:p></span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><span lang="EN-US">This exciting new course is offered by Lancaster University in cooperation with FutureLearn and takes place over four weeks entirely online. It is aimed at English language teachers, teachers of modern foreign languages, teacher trainers, educators and trainee teachers who are interested in how they can accommodate and cater for the needs of students with dyslexia in foreign/second language classrooms.</span><o:p></o:p></span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">In this course, which is based on the award-winning materials of the Dystefl project (<a href="http://www.dystefl.eu/" target="_blank">www.dystefl.eu</a>), you can find out about the nature of dyslexia and how it affects the learning of additional languages. You can explore a variety of useful techniques, including recent computer-assisted tools that you can take into the classroom to help students with dyslexia in acquiring another language.<o:p></o:p></span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Lead educator Dr. Judit Kormos and well-known experts Anne Margaret Smith and Dr. Joanna Nijakowska give practical guidance and advice on enhancing the phonological awareness, vocabulary knowledge and reading skills of dyslexic language learners.<o:p></o:p></span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">The materials and tasks in the course can be applied for various age groups of dyslexic students and for a variety of language learning contexts including the teaching of English as a foreign/second language and the teaching of modern foreign languages. <o:p></o:p></span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p></div><div><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Enrolment is now open (<a href="https://www.futurelearn.com/register" target="_blank">https://www.futurelearn.com/register</a>) and we are looking forward to welcoming you and your colleagues as one of our participants. Please feel free to distribute this course information to other interested colleagues, teachers, students and share it on social media and the word-wide web.<o:p></o:p></span></p><div><div style="margin-top: 14pt; margin-bottom: 14pt;"><p class="MsoNormal" style="margin: 0cm 0cm 0.0001pt;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p></div></div></div>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com1tag:blogger.com,1999:blog-24986178290819918.post-17937320985511785042014-10-06T05:59:00.003-07:002014-10-06T05:59:32.965-07:00<span style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 13px; line-height: 18.2000007629395px;">Today I found a very useful document from Oxfordshire's LEA. This simple flyer gives lots of the words that teachers and assessors like myself often use, assuming that everyone knows what we are talking about! Hopefully this should clear up some confusions. </span><br style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 13px; line-height: 18.2000007629395px;" /><br style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 13px; line-height: 18.2000007629395px;" /><span style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 13px; line-height: 18.2000007629395px;">Never hesitate to ask what someone is talking about - sometimes we need reminding that we've been at this so long we forget we've started speaking in gobbledygook. </span><br />
<span style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 13px; line-height: 18.2000007629395px;"><br /></span>
<span style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 13px; line-height: 18.2000007629395px;"><br /></span>
<span style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 13px; line-height: 18.2000007629395px;"><br /></span>
<div class="rCauNb" style="background-color: white; color: #404040; font-family: Roboto, arial, sans-serif; font-size: 16px;">
<a class="d-s ot-anchor" href="https://www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/specialeducationalneeds/supportforparents/parentguides/parentsguideedspeak.pdf" rel="nofollow" style="-webkit-transition: color 0.218s; color: #427fed; cursor: pointer; outline: none; text-decoration: none; transition: color 0.218s;" tabindex="0" target="_blank" title="www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/specialeducationalneeds/supportforparents/parentguides/parentsguideedspeak.pdf">www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/specialeducationalneeds/supportforparents/parentguides/parentsguideedspeak.pdf</a></div>
<div class="YPIndd" style="background-color: white; font-family: Roboto, arial, sans-serif; font-size: 12px; margin-bottom: 15px; max-height: 50.4px; overflow: hidden;">
<a class="d-s ot-anchor" href="https://www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/specialeducationalneeds/supportforparents/parentguides/parentsguideedspeak.pdf" rel="nofollow" style="-webkit-transition: color 0.218s; color: #427fed; cursor: pointer; outline: none; text-decoration: none; transition: color 0.218s;" tabindex="0" target="_blank">oxfordshire.gov.uk</a></div>
Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-55252214421748382492014-09-16T05:00:00.004-07:002014-09-16T05:00:45.517-07:00<span style="font-family: Arial, Helvetica, sans-serif;">Do you have good ideas and strategies??</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">if you feel you could contribute a post to this blog to help others manage their SpLD please contact us at :</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">DRToxfordclinic@gmail.com </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com1tag:blogger.com,1999:blog-24986178290819918.post-26510211051215198292014-09-16T03:45:00.001-07:002014-09-16T03:45:11.032-07:00Something Simple<span style="font-family: Arial, Helvetica, sans-serif;">Sometimes the strategies that we use don't have to be complicated.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">Homework is often performed at the kitchen table. Parents can help, motivate and cook dinner at the same time.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">However, the kitchen is often the busiest room in the house and can be chaotic, especially with a large family. This can be hugely distracting and turn a homework which should take only 10 minutes into an activity which lasts all evening - much to everyone's frustration.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">One idea, especially if a working area isn't available, is to simply turn the student around so that they are facing the wall. Maybe even noise counseling headphones. Reducing the family chaos and distraction is the perfect solution but the next best thing is to train them to 'ignore'. Great training for shutting out a classroom and focusing.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">picture from todaysparentsblog.com</span></div>
Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-18625699755412173712014-09-12T10:49:00.001-07:002014-09-12T10:49:30.422-07:00Learning a language<div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">For those of you struggling to get to grips with a second language here is an app suggestion that might help. </span></div><div><br></div><div>Duolingo </div><div><div class="separator" style="clear: both;"><a href="https://lh6.googleusercontent.com/-aKzAKTnjc1I/VBMyJ1TnECI/AAAAAAAAACU/OR157SKjPn8/s640/blogger-image--2108786284.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh6.googleusercontent.com/-aKzAKTnjc1I/VBMyJ1TnECI/AAAAAAAAACU/OR157SKjPn8/s640/blogger-image--2108786284.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">It is a free app which uses multi sensory techniques to guide you through a huge range of vocabulary and grammar exercises, before building to translation skills. The reason the app is free is because it is being used to translate the internet !!</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">I can't believe it'll be free for long so download :). I can vouch for the French and German settings but also Spanish and others. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Learning a second language makes our metropolitan world a little smaller and is a life skill that helps you make friends all over the world. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><br></div>Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-36042572564787060542014-09-05T01:03:00.001-07:002014-09-05T01:03:50.864-07:00Summer Reading ChallangeDid you do the summer reading challenge ? How many books did you read and more than anything what was your favourite ???? Please share the name of the best book you read this summer Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-88871533118663863362014-09-02T02:42:00.004-07:002014-09-02T02:42:53.020-07:00<div class="sourceFlagWrapper" style="background: rgb(255, 255, 255); border-top-color: rgb(227, 227, 227); border-top-style: solid; border-top-width: 1px; color: #211922; font-family: 'Helvetica Neue', Helvetica, 'ヒラギノ角ゴ Pro W3', 'Hiragino Kaku Gothic Pro', メイリオ, Meiryo, 'MS Pゴシック', arial, sans-serif; font-size: 11px; height: 17px; padding: 11px 20px; width: 696px;">
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Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0tag:blogger.com,1999:blog-24986178290819918.post-19210162907103973732014-09-02T02:35:00.001-07:002014-09-02T02:35:10.962-07:00<br />
Here is a few ideas from Hallco.org. I agree that these are all good ways to pick a good one but I think number three is the most important - It should be something you ENJOY!!!<br />
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Did everyone do the summer reading challenge ?<br />
what was your favorite book you read over the summer holiday?<br />
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<img alt="anchor+charts+for+reading | Guidelines for determining if a book is easy, just right, or ..." src="http://media-cache-cd0.pinimg.com/736x/ec/19/d0/ec19d0c52c68b5d28a2411db662afff1.jpg" />Anonymoushttp://www.blogger.com/profile/08278030982848160392noreply@blogger.com0