Improving reading. Comprehension for learners with dyslexia

1.

Improving Reading
Comprehension for Learners
with Dyslexia
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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
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5.

• Reading fluency & speed
-
hesitation
repetition
punctuation
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6.

• Word retrieval difficulty
-
“tip of my tongue”
substitutions – similar meaning, similar sounding
spoonerisms, reversals
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7.

• Weak working memory
-
hold
analyse
consider
compare
accept / reject
select
store
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8.

• Organisation
-
workspace, materials
information
ideas
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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.
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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?
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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
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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?
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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…
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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