Month: February 2019

Dyslexia + maths = no problem (10 tips)

There are LOTs of ways to help dyslexic students become not just okay at maths but great mathematicians. Here are a few suggestions and I’m sure you’ll find some of your own! Always be explicit eg we have place value because there are only… Continue Reading “Dyslexia + maths = no problem (10 tips)”

Lollygagger or learning difference??

How do schools create ‘lollygaggers’? Teacher and TA dynamics   I was pretty disheartened by a post from Ben Newmark, expressing frustration at the ‘lollygaggers’ in his classroom, the needy children with ‘learned helplessness’. Apparently, his most read post. What is particularly worrying is… Continue Reading “Lollygagger or learning difference??”

Seeing things differently

  What is dyslexia?   Over 10 years ago (October 2007) the British Dyslexia Association Management Board approved the following definition of dyslexia: ‚ÄúDyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills.  It is likely to… Continue Reading “Seeing things differently”

Dyslexia and a flat earth

  Yesterday, I made the trip to London to the IOE for the dyslexia ‘debate’. At the end of last year, there was a furore in the House of Lords after Warwickshire Council had declared that a dyslexia diagnosis was ‘scientifically questionnable’. I was… Continue Reading “Dyslexia and a flat earth”

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