The Teaching Assistant's Guide to Dyslexia

by Reid, Gavin; Green, Shannon

• ISBN13: 9780826497598
• ISBN10: 0826497594
• Format: Paperback
• Copyright: 2008-01-29
• Publisher: Bloomsbury Academic

Summary

A practical guide to help TAs understand and deal with dyslexia.

Author Biography

Shannon Green is a practising Orton-Gillingham Trainer and a co-founder and director of REACH Learning Center in Vancouver, Canada.

Table of Contents

Introduction	p. 1
Purpose of the book	p. 1
How to use the book	p. 1
The role of teaching assistants in supporting dyslexic students	p. 2
Structure and key points of the book	p. 2
Introduction to dyslexia	p. 5
Defining dyslexia	p. 6
Recognizing dyslexia	p. 8
The dyslexia debate	p. 10
Provision	p. 12
Overlap with other learning difficulties	p. 12
Meeting the needs of all	p. 18
Multilingualism and dyslexia	p. 13
Implications for teaching assistants	p. 14
Chapter summary	p. 16
Identifying needs - linking assessment with support	p. 17
The role of the teaching assistant	p. 17
The assessment process - data gathering	p. 17
Characteristics of dyslexia - checklists for teaching assistants	p. 18
Pre-school and early years checklist	p. 18
Primary school checklist	p. 19
Secondary/high school checklist	p. 20
The importance of communication	p. 21
Test results and implications	p. 21
Observation to support teaching	p. 22
Miscue analysis during oral reading	p. 26
Linking assessment with support	p. 27
Barriers to learning	p. 28
Reading behaviour	p. 29
The process of early identification - initial early warning signs	p. 29
Assessment/consultancy with the school management	p. 31
Assessing competence - multiple intelligences	p. 31
Formative assessment	p. 33
Chapter summary	p. 34
Supporting the learner	p. 35
Differentiation	p. 36
Presentation of material	p. 37
Accessibility of the task	p. 38
Points to think about when planning a novel study	p. 39
Points to think about when arranging groups	p. 40
Multisensory teaching and learning	p. 40
Self-esteem	p. 40
Questioning	p. 42
Advocacy	p. 43
Communication	p. 43
Reading skills	p. 44
Spelling	p. 45
Chapter summary	p. 46
Planning for learning	p. 47
Individual education plans	p. 47
Identifying needs	p. 48
Framework for planning	p. 48
Information on materials and task	p. 49
Information processing	p. 51
The contents of a plan	p. 52
Planning checklist	p. 52
20 pointers for planning	p. 53
Chapter summary	p. 56
Extending learning: comprehension, study skills and learning styles	p. 57
The learning process	p. 57
Developing and extending the learning process	p. 58
Anxiety prevention checklist	p. 60
Reflection	p. 60
Collaborating	p. 62
Feedback	p. 62
Learning style differences	p. 62
Pace of work	p. 62
Developing learning skills	p. 64
Study skills	p. 65
Metacognition	p. 68
Strategies for accommodating to learning styles	p. 68
Developing memory and examination support	p. 70
Chapter summary	p. 71
Support across the curriculum	p. 73
The difficulties with mathematics	p. 73
Learning styles in mathematics	p. 79
Support in physical education	p. 80
Physical education - challenges and suggestions	p. 81
The demands of social subjects	p. 83
Strategies for social subjects	p. 83
Guidance on developing an effective memory	p. 86
Dealing with difficulties in music and art	p. 88
Music - challenges and strategies	p. 88
Art and design - challenges and strategies	p. 89
Facilitating creativity in design and technology using multiple intelligences	p. 90
Developing the role of drama in the curriculum	p. 92
Chapter summary	p. 93
Self-esteem and motivation	p. 95
What is meant by self-esteem?	p. 95
Recognizing low self-esteem	p. 96
Ten strategies for developing positive self-esteem	p. 97
The hidden effects of dyslexia	p. 100
The role of motivation	p. 100
Observing environmental and learning preferences	p. 103
Success through self-esteem and motivation	p. 104
Monitoring and mentoring	p. 105
Social motivation - the influence of the peer group	p. 106
Chapter summary	p. 107
Working with others: the potential of teaching assistants	p. 109
The potential of teaching assistants	p. 109
The debate	p. 113
Fulfilling potential	p. 114
Fitting into the school	p. 115
Pathways for training	p. 116
Support for pupils	p. 117
Support for teachers	p. 118
Curriculum support	p. 120
Support for the school	p. 121
Chapter summary	p. 121
Glossary	p. 123
Identifying learning styles	p. 129
Games and activities - and where to get them	p. 131
The use of ICT in the classroom	p. 137
Websites and contacts	p. 143
References	p. 149
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