Download Dyslexia in the Primary Classroom (Achieving Qts; Curricular by Wendy Hall PDF

By Wendy Hall

This ebook is a crucial source for all fundamental trainees. It offers a proof of what dyslexia is and the way it impacts a toddler s studying, indicates uncomplicated actions that are used to display young ones prepared for referral and descriptions a few easy-to-follow actions addressing diversified studying types. it's choked with functional feedback on tips on how to educate studying, spelling and arithmetic, improve writing and aid with school room supplier for kids showing problems in those parts. the first nationwide approach is taken into account all through and transparent hyperlinks are made to the pro criteria for the Award of QTS.

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Extra resources for Dyslexia in the Primary Classroom (Achieving Qts; Curricular Strand)

Sample text

This aspect of dyslexia is related to constructing meaning and affects the understanding of reading and the construction of the 25 Identifying dyslexia – some practical strategies written word. These children often have very good memory function and can learn spellings easily, unlike most other dyslexic children. Because of this good memory they can usually pass any spelling test and read wordperfectly so they often are not picked up in normal classroom tests. However, they have extreme difficulty in answering inferential questions related to what they have read and in constructing a sensible piece of written work.

Creativity – to generate new ideas or ways of accomplishing a task. Practicality – the ability to devise practical examples and illustrations. Humour. Willingness to learn and to continue learning. Reliability. Nothing disrupts more than when you have planned a supported activity for the TA not to turn up and the child left needing assistance. 33 Working with teaching assistants for help as a sign of failure and disgrace. It is equally important to develop an ethos of asking for help when needed right across the whole class.

Now ask them to replicate the pattern with the resources in front of them. You could of course use a second string of beads or 2D shapes but you would need to cover these once viewed. Prepare a set of pictures with mirror images. Have duplicates ready for the child to lay out. Show them a pattern of three to start with, give them around 15 seconds to memorise the pattern and then cover it and ask them to replicate the pattern from a selection of six which includes the correct pictures. Record exactly their responses.

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