Collating Knowledge
1.65M
Category: englishenglish

Improving reading. Comprehension for learners with dyslexia

1.

Improving Reading
Comprehension for Learners
with Dyslexia
www.britishcouncil.org/englishagenda

2.

• Difficulties & how they affect reader
• Preparation for text
• Dealing with text
• What to do with information
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3.

• Decoding difficulties
• Reading fluency and speed
• Word retrieval difficulty
• Weak working memory
• Organisation
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4.

• Decoding difficulties
- confusion (a/u; b/d/p)
- reversals (was /saw; dog/ god)
- omissions (letters, syllables, words)
• dyslexia
• dyspraxia
• visual impairments
www.britishcouncil.org/englishagenda

5.

• Reading fluency & speed
-
hesitation
repetition
punctuation
www.britishcouncil.org/englishagenda

6.

• Word retrieval difficulty
-
“tip of my tongue”
substitutions – similar meaning, similar sounding
spoonerisms, reversals
www.britishcouncil.org/englishagenda

7.

• Weak working memory
-
hold
analyse
consider
compare
accept / reject
select
store
www.britishcouncil.org/englishagenda

8.

• Organisation
-
workspace, materials
information
ideas
www.britishcouncil.org/englishagenda

9.

Learning to read
Reading to learn
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10.

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11.

Before the text –
1. Define learning objectives
2. Set the scene
-What do you know already? Document!!
-What does your neighbour know? Document!!
-Illustrations, film, music… Document!!
3. Important vocabulary
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12.

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13.

Vocabulary
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14. Collating Knowledge

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15.

Collating knowledge
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16.

Collating knowledge
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17.

Stating an Opinion
because…
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18.

Before Reading
1. Headings, summary
2. Questions
3. The first sentence of each paragraph will present the new idea.
Highlighting those sentences and reading them will help to learner
to grasp the structure of the text more easily.
www.britishcouncil.org/englishagenda

19.

Practical Tips for Working with Text
• Photocopy when possible
-
consider colour
one side only
• Use highlighters, post-its, scissors etc
• Remove noise
• Consider text length
-
Is it necessary?
Can it be introduced gradually?
www.britishcouncil.org/englishagenda

20.

Using Post-its
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21.

Post-it Doodles
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22.

Technology
•e-readers
-change background colour
-change or enlarge font
-text-to-speech
•text-to-speech – tablets, computers
-highlight text while reading
•tagged PDF
www.britishcouncil.org/englishagenda

23.

Useful Links
http://www.robobraille.org
http://www.daisy.org/education
www.britishcouncil.org/englishagenda

24.

What for?
On the Surface
-
facts & details
summary, retelling
found quite easily in text
who, what, where, when?
www.britishcouncil.org/englishagenda

25.

Below the Surface
- not explicitly stated
- why, how, should could?
- evaluating, speculating, predicting
- making inferences
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26.

Meaning to Life
-relate to self or own knowledge
-asks opinion
-puts reader in other’s shoes
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27.

Inferring
Feeling her usual anxiety, Anna opened the door, straightened
her shoulders and walked in.
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28.

In summary…
•difficulties faced by struggling readers
•techniques to prepare for text
•making text approachable
•what to do with the information
and finally…
www.britishcouncil.org/englishagenda

29.

More Links
•Academic language and comprehension:
http://www.jeffzwiers.org/index.html
•Free online mind-mapping tool:
https://coggle.it
•Dyslexia Berlin
https://www.facebook.com/pages/Dyslexia-Berlin/913547038706296
Bríd Ní Chatháin
[email protected]
www.britishcouncil.org/englishagenda
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