Category: Uncategorized

How to conquer divide?

    The word ‘divide’ comes from Latin: dividere “to force apart, cleave, distribute,” Division as a concept is fiendishly difficult to teach. Most children can understand ‘sharing’ objects and move on to sharing on ‘plates’ but does this naturally lead to more formalised…

Dyslexia and memory: lessons to learn?

  What works for dyslexics and literacy is well documented. Increasingly, a personalised provision within a structured, multi-sensory program is viewed as a ‘critical driver’ in the teaching of literacy (Rose, 2009). Continual formative assessment is also vital. It is generally accepted that the most effective interventions…

Cultural Capital: Can you relate?

  I knew my son was dyslexic in Reception. We were ‘lost’ parents and did not understand the system. We agreed to have him put on the SEND register. He finally received a specific dyslexia intervention in year 4 (by a HLTA, untrained in…

Sense and sense-ability: how to minimise cognitive load.

The children I teach are often the ones who have given up on themselves (and their memories), made to feel that learning is for others, not for them. I want to share some theories about how memory works. It’s useful to connect with these…

SEND for your mother

  It seems the world of SEND is full of embattled women’s voices. Whenever I attend a dyslexia CPD event or conference, I am struck by the high numbers of mothers I encounter who became dyslexia professionals to help their own children and in…

Dyslexia background: part two

  For Part One see here: Part OneAre Theories of causation tell us much about how to assess dyslexic students. There are three main schools of thought, yet the theories can sit side by side as in the Kelly and Phillips Integrated Causal Model…

Dyslexia: background part one

  In today’s classrooms, children have to ‘read to learn’. Children who cannot read are ‘effectively disenfranchised’ (Department for Education, 2013:13). In the span of civilisation, however, mass literacy is a relatively recent phenomenon. Written communication began with a picture or sign to represent…

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…

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…

Seeing things differently

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

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