Why yoga for children?

yoga marbles

The word yoga means ‘to unite’, what are we aiming to ‘unite’?

The practice of yoga unites the mind with the body through the breath. After yoga practice, one is typically left feeling calm and balanced in mind and body.

Attention to the breath is everything.

I have practised yoga for nearly 20 years and whilst I have always appreciated the mental and physical benefits it brings, in the last few years, I have become more interested in an interior life and the philosophy of yoga. A natural part of ageing I think!

The Ahimsa code of conduct – to not wish anyone harm in thought or deed, that extends to all living things…including oneself, is paramount.

If we can be kind to ourselves, we can then extend kindness to others. 

I love working with children, love their imaginations and outside the box thinking. In classrooms today, though, there isn’t much time to explore, be silly or deviate from the curriculum but it’s okay in yoga!

It made sense to me to unite my two passions and bring yoga to children in school. Through yoga, I hope to give children some tools which will help them in their daily lives. Children can learn to manage and regulate their emotions through breath awareness and taking quiet time to get in touch with their feelings.

Learning and acknowledging the limitations and abilities of your body is very empowering in yoga, referred to as ‘the edge’. Children hold a lot of emotional tension in their bodies – stiff shoulders and bunched fists. Practising yoga can really help with the release of tension and emotion. The relaxation that comes after yoga practice is the final stage in letting go of any negative thoughts and indeed thought patterns, leaving you feeling refreshed. A healthy, balanced body leads to a healthy, balanced mind.

As well as stress, the other area of concern for me is the high number of children with processing issues in schools – dyspraxia, dyslexia, Sensory Processing (SPD) and ADHD. Sometimes, all of these combined! Schools are finding that more and more children are arriving at school with co-ordination and processing issues.

I am passionate about helping such children through yoga, as I know what a painful and exhausting experience school is for them. Yoga can help with their co-ordination by helping them to practise crossing the midline, it can also help with proprioception i.e. knowing where their body is in space. By pushing against their body in postures, it will give them the input they need to calm their senses and especially for the hyper-mobile (over-flexible joints), help them to find their ‘edge’/outer limits of a pose. Such children can be highly sensitive and very anxious. Yoga offers lots of calming techniques. It can also be very creative and visual; such children often enjoy visualisation and look for outlets for their amazing imaginations and wells of creativity.

 To be creative is the purest form of communication, it comes from the subconscious but we have to be relaxed for it to happen.

Yoga can give children the opportunity to relax which will enhance their creativity, encourage expression and make them comfortable with their bodies. Through exploring our ‘edge’ in yoga – how far we can go in a posture – we seek to push ourselves a little more every time. It can feel frightening to do this, to try something new, to extend oneself. However, I think the ability to do this really helps with fostering independent learning in children and it can help them understand what a positive learning style should look like.

Namely, one in which one is only concerned with one’s own progress and endeavour and not distracted by another.

Stress is an issue for very academic children too. These children can lack resilience, they are used to being the ‘bright’ ones and when they don’t get a concept or struggle with something, they can crumble because they don’t have the tools to recover. Yoga can help with providing those tools and all children, once taught them, will have them for life.

Try some yoga with your children today!!

Some yoga games:

Use a hula hoop, hold hands in a circle, everyone has to get through the hoop without breaking the circle!

marbles: put marbles inside a hoop on the floor (to contain them). Children pick them up with their toes.

Humming Bee: one child leaves the room, another hides a bee toy, when the child comes back in, everyone hums/buzzes to indicate when the child is getting close!

 

Books to use in yoga:

Beautiful OOps, Barney Saltzberg: resilience and positive outcomes from mistakes.

I Want my Hat Back, Jon Klassen: Funny with links to some good animal postures.

Listening Walk, Paul Showers: for listening to sounds ‘inside’ and ‘outside’ – good for sound awareness and phonics.

Harold and the purple crayon, Crockett Johnson: good for gross motor control.

Shh We have a plan, Chris Haughton: /sh/ digraph and yoga for literacy!

 

Books about yoga/mindfulness:

Yoga Education For Children, Swami Satyananda Saraswati

Teaching Meditation to Children, David Fontana & Ingrid Slack

Once Upon a Pose, Donna Freeman

Contact me if you are interested in yoga for your school.

Lesson plan here:

Harold yoga

 

Jump for joy

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Movement is so important for health and well being.

Skipping might just be the most powerful mood enhancer there is – have you tried it lately?

In pressured, time-poor classrooms, where children are required to sit (nicely) and write endlessly, what impact is this having on their health and well being?

Perhaps better results would come from the occasional movement break and opportunity to talk through ideas with a peer?

Brain Gym seems, like ‘learning styles’, to be not only out of fashion but demonised; let’s not throw baby out with the bath water!

(Students may be either hyperactive – over active or hypoactive – sleepy and droopy. The good news is that the right kind of movement can help the student to maintain focus and concentration for the duration of the lesson)

In denying the importance of movement to aid arousal (arousal is linked to attention and concentration); integral to the experience of learning, what do we loose?

Ask yourself this the next time you are looking out at a sea of blank, sleepy faces or working 1 to 1 with a student who’s lying across the desk!

Simple ideas:

*pair and share to walk around the room and share/discuss ideas. (Timed is best, so that equal turns are given see @KaganOnline)

*chair push ups/proprioception (Chdn push down through straight arms to lift bottom out of chair).

*pacing (good for times tables, this is an organising activity)

*hugging self

*giving each other back rubs (ask permission first!) Good for slouchy children.

*bunny hop to pencil sharpener

*round of applause

NB children with poor proprioception sense ie knowing where their body is in space – may slouch  over the desk and sit on their feet.

Children with a poor vestibular sense (balance) may benefit from pacing and other kinds of movement.

In giving options, children can learn to self-regulate.

If you’re happy and you know it, clap your hands, stamp your feet…do a jumping jack!

I guarantee you’ll feel better too.

To IEP or not to IEP. Why is that in question?

IEP

IEP stands for Individualised Education Plan.

  • Does your school use IEP’s? Is there a whole school understanding of their purpose and a rigour around setting and achieving targets?
  • How do teachers feel/think about them? That they are a paperwork exercise and take up too much time?
  • Can IEP’s be used as an effective tool in ensuring progress, particularly around dyslexia – a specific difficulty?
  • IEP’s can be very useful tools when tied into interventions, with SMART (Specific, Measurable, Realistic, Time-limit (Reid, 2005) targets set.

Gavin Reid (2016) is clear on the importance of IEP’s, based on a report, ‘Education for learners with Dyslexia’, (HMIE, 2008), published in Scotland:

‘pupils do best when parents and child are involved in setting and reviewing IEP targets in a collaborative process. There should be high expectations around student achievement’.

The review of literacy and What Works by Greg Brooks also states the importance of high expectations:

  • Good impact – sufficient to at least double the standard rate of progress – can be achieved, and it is reasonable to expect it.
  • Implication: If the scheme matches the child’s needs, teachers and children should expect to achieve rapid improvement. High expectations are realistic expectations in most cases.

Download the latest version here

Pavey (2007), suggests that IEP’s could be used in an innovative way e.g. within a 12-week term; there is room for three sets of four-week strategies. She states that targets and methods should be clear; so that children make recognisable progress.

IEPs can be linked to an intervention and can help to integrate specific targets with class work, ensuring that skills and strategies become embedded across the curriculum. Pavey (2007) Tod and Fairman (2001) claim that IEPs promote:

  • The need for formative reflection and analysis rather than merely summative reporting;
  • The provision for diverse needs embedded in a whole school practice;
  • Student and parent involvement;
  • The use of a variety of instructions;
  • Rigorous evaluation of the effectiveness of additional or otherwise extra support;
  • The sharing of responsibility for SEN support with other adults;
  • Peer involvement;
  • Collaborative multi-agency planning.

Any intervention needs to be applied and embedded across classroom practice to ensure that the above factors are involved in the process. IEPs can also facilitate:

  • A development of pupil voice around dyslexia and what works for the individual; both as part of the IEP process and within class: leading to ‘metacognition’ (the student’s learning about learning).

The SEND Code of Conduct (2014) calls for pupils to be actively engaged in targets and for pupil voice. However, Lundy (2007) identified that teachers were sceptical about children’s ability to participate in the decision-making process. Creative methodologies have proven successful (wherein pupils draw pictures) and this is especially useful for children with speech and language barriers (Leitch, 2008).

The pupils I work with are often disenfranchised and lacking in self- esteem, for some of them, their unmet learning need becomes a PSHE issue, rather than a learning one and perhaps this is easier for schools to manage. However, I strongly feel that a dyslexic’s social and emotional needs are affected by learning experiences in class and it is in class where their needs should be met.

Tomlinson (1997) defines inclusion as matching resources to learning styles and educational needs of students. Reid (2016) suggests that dyslexic students would benefit from the following:

  • Opportunities to work in groups;
  • That the group dynamics are positive for students with dyslexia (eg mixed ability);
  • The tasks are appropriately differentiated;
  • The presentation of materials is varied and includes the visual and kinaesthetic;
  • Learning outcomes are achievable;
  • There is acknowledgement of the social and emotional needs of the child;
  • Parent’s views are considered and they are kept informed of progress;
  • Students are given responsibility for their own learning as much as possible.

Importantly, without specific intervention and support, children with dyslexia will not catch up, despite Quality First Teaching (See Greg Brooks, What Works, March 2016)

  • Ordinary teaching (‘no treatment’) does not enable children with literacy difficulties to catch up. For the evidence on this, see the third edition.

 

  • Implication: Although good classroom teaching is the bedrock of effective practice, most research suggests that children falling behind their peers need more help than the classroom normally provides. This help requires coordinated effort and training.

 

  • Differentiation within class; to ensure progress.

The act of embedding good practice and learning strategies from interventions naturally leads to differentiation within class and ways to harness a child’s individual strengths and learning preferences. This should be a natural organic process if there is cohesion across interventions and work within class. It calls for good communication between staff. Dyson (2002) argues that there needs to be a:

‘move away from the individualisation of current approaches towards the development of systematic interventions embedded in mainstream schools and classrooms’ (P.99)

To further support this process, staff would benefit from specific training in the nature of dyslexia, its causation and treatment. At least one staff member needs to be fully trained in this area; the knowledge can then be cascaded across the school.

This differentiation should be carried across into the setting and completion of homework.

Is it time to reconsider the role of IEPs in your school?

See here for a great alternative to an IEP, thanks to Sarah Gillie!

Alternative to IEP

References:

HWTe (2008) Education for learners with dyslexia. Inspectorate Report. Scottish Executive, October 2008.

Leitch, R. (2008) Researching children’s narratives creatively through drawings, in P. Thomson (ed.) Doing Visual Research with Children and Young People, London: Routledge, pp.37-59.

Lundy, L. (2007) ‘Voice is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child’. British Educational Research Journal, 33(6): 927-42.

Pavey, B (2007) The Dyslexia-Friendly Primary School: A Practical Guide for Teachers, London: Sage.

Reid, G. (2005) Dyslexia, London: Continuum International Publishing Group.

Tod, J. and Fairman, A. (2001) Individualised learning in a group setting. In: L. Peer and G. Reids (eds), Dyslexia: Successful Inclusion in the Secondary School. London: David Fulton.

Tomlinson, J. (1997) Inclusive Learning: The report of the committee of inquiry into the post-school education of those with learning difficulties and disabilities in England, 1996. European Journal of Special Need Education (pp, 145-59) Abingdon, Oxon: Routledge.

 

 

 

Fantastic Contractions and how to find them!

Arrrrrrgh what’s a contraction???????

  • Question: how can I give a concrete meaning to this abstract word? Is there a real life application?

Kinaesthetic/experiential (aka primary information): ask students to hold up their arm – when outstretched, the muscle is longer (antonym: expansion).

Tense the fist and bend the arm, feel the muscle; it is a ‘contraction’, it is smaller.

contraction

 

  • Depending on your assessment of class needs and arousal levels, other kinaesthetic options:

Walk around the room, on the command ‘expansion’, stretch up tall, on ‘contraction’, get down and scrunch up into a ball.

  • Question: Can I provide some semantic information about the word ‘contraction’?

From Latin contrahere: join together.

What physically happens in a contraction in grammar?

(Antonym: expansion) In the expanded phrase e.g. have not – the jaw creates two syllables (yes, test this! place hand under chin: ‘have’, ‘not’ – two movements of the jaw – agreed? good).

If you have mirrors for maths USE THEM, let students see how the jaw moves.

Fact: A syllable is created by a vowel, we have to open our mouth to let a vowel sound escape!

open mouth vowel

In speech, we are lazy and shorten phrases by clipping out a vowel and SOMETIMES a consonant too.

  • ‘Con’ ‘son’ ‘ant’ (meaning: ‘with sound’), consonants are said using the teeth, lips, tongue, throat.

Hence: have not, becomes havent, the missing vowel is replaced by an apostrophe – havent.

Say it now and look in the mirror, hand under jaw – we have lost a syllable – the phrase is shorter.

Fact: apostrophes were invented by printers to show where letters were missing in text (in case someone thought they couldn’t spell!).

And another thing: whilst it’s thought that no two people with dyslexia are the same, I find there are lots of common misconceptions.

One is, the comma vs apostrophe confusion. Why? BECAUSE THEY LOOK THE SAME!! Argh!

The difficulty is with perception and orientation: one goes on the ground, one goes in the air! They have different jobs too, OBVIOUSLY.

Try saying to your class: the word apostrophe has ‘trophy’ in it, reach up for the trophy in apostrophe!

  • Comma means ‘to cut into’, commas are used within sentences to cut the words into chunks and change the meaning. Commas go on the line.

Reinforcement activity: write a list of items, and ask children to cut with scissors where comma should go, (differentiate according to age, stage).

We can see that memory is not the issue but how information is processed is. If the information is abstract, can I give it other meaning?:

  • Kinaesthetic (using primary information – the senses); muscle for contraction, feeling the jaw for syllable
  • Semantic memory: some history, narrative or additional meaning.
  • Can I make it funny??
  • Can I help to differentiate between commonly confused items. WHY are they causing confusion? e.g. apostrophe and comma.

If these confusions aren’t addressed, they will persist into High School. It doesn’t mean a student CAN’T learn them, they haven’t been taught in the right way…until now!

 

How to fold away a vowel

 

HAVE FUN!

 

Dyslexia; mental health matters!

cropped-img_1316.jpg

Dyslexia impacts on the mental health of a child and its carers. The wellbeing of the dyslexic and their family is in the hands of the school, other educational setting, or work. Wield your power mindfully and with compassion.

I returned to education a couple of years ago. Whilst being a slow processor, with some learning challenges: memory, written expression, organisation, I’ve always loved school and learning. I loved my journey through education and have always held my teachers in high esteem.

In the course of my MA studies: a practical session, I was sitting next to a ‘fast’ processor. We were sharing the activity and it was something she was familiar with. She confidently dominated, taking charge and my brain went into shut down. As an adult learner, I was able to make a joke of it and ask her to slow down. I had to look through the work at my own pace, so that I could confidently process it.

What stayed with me was the sense of panic and also a feeling, only just suppressed, of inadequacy creeping in. As a confident adult, I had the inner voice to quash this negative voice, but many children aren’t robust enough, and have not learnt to develop a positive inner voice, they come to believe they are stupid, as implied and, that learning is not for them; they disengage.

The experience was in sharp contrast to some Kagan training I attended a year or two previously. Here, we were put into groups according to experience (i.e. mixed ‘ability’), this is how the Kagan structures are played out. I felt vulnerable as a learner when a page of maths (not my strong point) was given out without instruction. I sought the eyes of my friend in the room, we giggled at each other, felt reassured. What I really enjoyed was working with the person next to me who showed me what to do. The Kagan structures are just that – structures devoid of content which hinge around mixed ability groupings. The goal? Attainment for all. This kind of cooperative approach requires committment and skill. Then, it works.

Incidentally, this was some of the most enjoyable and influential training I have had.

Most schools now have ‘ability’ settings and dyslexic children are usually to be found on the lowest table.

Why is that?

They are often bright, articulate and love to learn. They do notice the ‘ability’ settings and these now start as early as Reception. Incidentally, I think these are as unhelpful for the ‘highers’, who start to feel entitled and lack resilience, as they are for the ‘lowers’, who often stop trying and are made to feel a failure.

How are the needs of this invisible disability being met? How is that impacting on the self-esteem of the individual? Their behaviour, anxiety levels? How are they treated by other children in the class and what small slights must they suffer daily?

Self-esteem can be thought of as the gap between where an individual would like to be and where they are. Consider this: a reasonably bright, interested individual (sometimes VERY bright), who is struggling every day to do the simple things (reading and writing) that peers seem able to do without much effort i.e. automatically. Effort is key here.

In maths, dyslexics might struggle to remember symbols and language, plot layout, learn to tell the time and times tables.

Ask them to do something quickly and they may not be able to do it at all.

Given the fact that children naturally compare themselves and that this is being implicitly reinforced through ‘ability’ groups, it surely has to take its toll?

In a school or setting where dyslexia is not recognised, dyslexics are undermined: every day, every minute, every second.

The difficulties may not end with academia. In sport, where several instructions are given at once, involving an ability to orientate oneself, dyslexics may also struggle. In performances, they may find it almost impossible to remember lines or lyrics and will struggle to sit through hours of rehearsals.

Personal organisation may be poor; the coat may be left outside, the PE kit on the floor, the glue stick all over the table. At lunchtime, they may forget the sequences around queuing up and getting served, exacerbated by a pressured and noisy environment.

Please be patient.

Please don’t suggest your dyslexic learners need to ‘learn resilience’, ‘work harder’, develop a ‘growth mindset’, these are skills a dyslexic person generally has in abundance.

Bullying of dyslexic learners by peers may be subtle and ‘below the radar’; be aware and work to stamp out attempts to undermine these children, often amongst the most vulnerable in the classroom.

Talk with your class about dyslexia and what it means for the individual, give your dyslexic children a voice and help others to understand and not to judge.

If you want to improve understanding about dyslexia in your school, read here:

Start a conversation

Dyslexia: start a discussion

 

Dyslexic strengths

The first academic paper on dyslexia was published in 1896 in the British Medical Journal by William Pringle Morgan. Dyslexia was ‘discovered’ by psychologists, who, when presented with children with emotional and behavioural difficulties, found that despite average or above IQ’s, they had an inability to read and write. These children had shared characteristics.

Read about dyslexia indicators here: BDA indicators

Read about the history of dyslexia here: Dyslexia Archive

Astoundingly, the existence of dyslexia is still debated and unlike other abstract social constructs, there seems to be a great resistance to even accepting its existence; let alone that there may be strengths attached to it. Why?

  • Is it because dyslexia is medical in origin but educational in treatment?
  • Is it because dyslexia is abstract and there is still no Universally accepted definition of it?
  • Perhaps it’s because dyslexia is so strongly associated with reading failure, yet dyslexics can be taught to read. (Yes, they can!)

Presentation of dyslexia is thought to be 50% down to genetics and 50% the result of the environment (see Morton and Frith Framework below, 1993).

Morton and Frith

Outside of school, dyslexics can be brilliant, bold, creative; when free of the expectations of reading and writing.

The modern concept of disability is that it is created by the environment. Early identification and support is key, if children ‘at risk’ are to succeed.

  • What is dyslexia anyway?

Like most abstract things, it’s only once you start to engage with dyslexia, and you have direct experience of it, that it becomes tangible and real.

When my son started to experience failure at school, I quickly engaged with dyslexia, with that came the realisation that in this current pressure-cooker education system of accelerated progress and ability groups, more children are failing and more children are displaying dyslexic-type difficulties.

I was, and still am, a slow processor. I couldn’t catch a ball, tie my laces, ride a bike. My mum re-taught me handwriting just before I started Secondary School, it was illegible before then.

This was the pre-curriculum days; all I remember doing in Primary school was writing poetry and reciting times tables. I have always been an avid reader and don’t remember being taught to read, only that I used to have a small card to move under the words as I read. Perhaps in the current system, I would be identified as being dyslexic?

Can you start to engage with dyslexia as a construct or concept?

  • Can you start to look at those children experiencing failure and appreciate that some of them may be dyslexic?

For signs of dyslexia in the classroom, read previous post: Dyslexia in class

‘All men, by nature, desire to know’, Aristotle.

In my experience, dyslexic children love to learn and to feel smart. Start to align yourself with their unique perspective and watch them shine with a megawatt intensity. Small adjustments: seating, pencil grip, use of a notebook, movement breaks; can have a huge impact.

Talk to the child, what works for them?

  • Simple activities such as the Alphabet Arc, can cement that illusive understanding that letters have names and sounds (the Alphabetic Principle).

see tips on the Alphabet Arc: Practical tips alphabet names.

  • Use those spelling strategies that help dyslexic learners to tap into the way they need to learn, leading to self awareness (metacognition). see here spelling and memory
  • Make learning as experiential as possible, let them talk, and when writing, give them the words to help them: less is more! (a few openers or conjunctions with a supporting visual, some tricky spellings with syllables written in different colours).
  • If reading is a difficulty, don’t crowd them but support reading instruction with paired and shared reading, as well as explicit instruction, to build engagement and enjoyment of reading.
  • Most importantly, give them a sense of ‘can do’, know that they will be more tired than their classmates and that they DO have to work harder to achieve less – how demoralising!

For more thoughts on reading, see previous post: reading and the PSC

It is likely that dyslexia will look different in every school; take the opportunity to have a discussion around this. What is the demographic of your community; jobs, beliefs, the nature of your relationship with them. What is the attitude of your Senior Leadership Team to dyslexia, your TA’s, Teachers,  Board of Governors, external professionals, any additional service providers, including sport and after school clubs?

Start to be aware of dyslexia and you won’t have to work to notice dyslexic strengths; they come naturally with an awareness of dyslexia.

Find Resources from the BDA here:

Dyslexia Awareness Week

Information from the BDA for educators here:

Practical Information

If you would like to have a discussion about dyslexia this year, here are some ideas:

Dyslexia discussion

 

Is reading like riding a bike?

 

Ride a bike

I’ve been following the ongoing phonics debate in Australia with interest. Many parents are calling for the introduction of the Phonics Screening Check (PSC) and state Education Ministers are opposing it. Is phonics a panacea?

Introduced in 2012, can we categorically say the PSC has been a success?

Children are still failing to learn to read, even some who ‘pass’ the PSC. Part of the issue seems to me, that schools see the PSC as a hoop to be jumped through, rather than an opportunity to reflect on, and improve, phonics teaching for reading.

Non words are part of the PSC and these are intended to be used to assess decoding ability, using phonics knowledge alone (the look and meaning of the word cannot be used). Assessors for dyslexia use such measures to ascertain whether students have a ‘phonological deficit’. With the explicit teaching of these words in schools, these assessment batteries become less effective.

Many schools teach students to read non words, which is short-sighted as it masks those at risk. Studies also show that the first time a student sees a new word has the biggest impact – how confusing to be taught to read phonetically plausible pseudo-words!

Could the PSC be integrated as a useful screening check for those at risk of dyslexia and reading failure: yes.

Is it used for this purpose in the UK? I think not (too much effort is put into ‘passing’ it). This is about data and not nurturing a love of reading. What message does it give to children about reading?

Children might ‘pass’ the test but still not be ‘readers’. In addition, it is unclear what happens next for those who fail.

There have been numerous studies carried out into reading in the UK and worldwide. In analysing the minutiae of reading: the nuts and bolts, are we somehow missing the Big Picture?

One of the best known signs of dyslexia is reading failure. When analysing statistics, it is important to remember there are many variables: not just the method but the child and the environment; including home, school and importantly, the teacher.

In a large scale study of the effectiveness of intervention schemes, Greg Brooks found that no particular one stood out significantly in terms of impact. However, the teacher is key, see the report here: What works for literacy difficulties.

Teachers need to have an awareness of different strategies when teaching reading but also an understanding of the emotional consequences of reading ‘failure’.

  • Is reading a bit like swimming?

I stumbled across a powerful description of the reading process which likened it to swimming (read the blog here). This analogy stayed with me.

Reading is not just about phonics or whole word strategies, it is not just about practice or whether there is a culture of reading at home. All of these things are factors; however, it seems to me that reading is a lot like the other physical childhood accomplishments which require co-ordination: swimming and cycling; instruction is required, but these are also physical acts, ability to experience success can be affected by attitude, our emotional responses and physical readiness.

Before studying dyslexia, I taught reading to those children who had lost faith in their ability, some may have been dyslexic. One would feel physically sick when he tried to read, another could not sit still. Many had physical and emotional responses to reading, no doubt they had had negative experiences in the past. They had some phonics, they had some ‘whole word’ knowledge but trying to read made them highly anxious, confused, sometimes angry or just plain weary.

It made me think of how we taught our sons to cycle. We took the pedals off the bikes and found a hill; they got balance and a feel for the movement. When they had the balance, we put the pedals back on; they cycled independently – very wobbly at first!

Some children need a similar approach when learning to read; a helping hand and some encouragement, in order to provide a sense that it is all within their grasp. The support needs to be provided and withdrawn subtly, so that the child is barely aware of it and almost feels that they did it ‘on their own.’

The next minute, they’re off! The sheer joy of freedom and independence.

Many years on and, despite the Phonics Screening Check in the UK, some children are still not learning to read. I hope parents in Australia aren’t expecting too much from it. Used to screen for children ‘at risk’ of reading failure and to reflect on teaching practice, the PSC could be a powerful tool.

THINK!

Is the book something they WANT to read, are they slavishly restricted to particular book bands?

Try using picture books, poems, magazines, signs, logos – any form of written word.

To help children on their way, they need to learn to ‘coast’ when reading, through paired and shared activities. Phonics needs to be taught along with enjoyment of reading and other skills, such as inference and prediction. Interventions such as Reading Recovery can feel highly pressured. In fact, any intervention can make the child feel they need ‘fixing’, are defective, make them feel scrutinised.

Remember, fiction is imagining, factual books are connecting ideas. Reading is not just words/data on a page, it changes and illuminates our brain and thinking.

It’s a complicated process but eventually readers take off and they don’t look back!

Phonics is a good start but perhaps not the panacea many would have us believe.

 

a,b,c…easy as??

 

 

Michael Jackson sang that it was easy but for some of us, learning our ‘a,b,c’s’ feels impossible. Moreover, as everyone else is ‘getting it’; how does that feel for a young learner?

One of the key components of any SpLD intervention is the ‘alphabet arc’. Why?

 

alphabet

Something that dyslexics typically do not grasp, without instruction, is that letters have a name and sound – of course they do!

In order to acquire this understanding, dyslexic children need to experience the alphabet, so that it becomes less abstract. This is essentially how dyslexics can thrive in all areas of learning. Their minds are apt to rotate abstract concepts, to take 360 views and see all possibilities. Simply saying this is ‘a’ because this is ‘a’ does not cut it!! They have to experience something; using their senses, which is where the multi-sensory learning comes in.

Cognitive Load Theory and Working Memory limitations are big topics in education. By taking in information via Primary biological information i.e. our senses; this decreases the load on Working Memory. It is more of an evolutionary approach to learning, information that just couldn’t be processed before, gets transferred to Long Term Memory!

Read more here: Evolutionary Upgrade of Cognitive Load Theory.

The alphabet arc is simply, as it says on the tin, alphabet letters arranged in order of the alphabet, in the shape of an arc.

So often, when I’m teaching the alphabet arc, students will say .

‘..but this looks like a…and if you do this, it becomes a…’

Encourage them to close that 3D, spatial thinking down – it is not going to help them in this task!

Look out for:

  • Children spelling by saying letter sounds, instead of using the letter names – well into KS2 and KS3 (because they don’t have automatic recall, or understand the difference).
  • Confusion between letter names and sounds. (see signs of dyslexia)
  • Confusion over orientation of letters, with many reversals.
  • Inability to sequence, or recite the alphabet.
  • Over reliance on phonics for spelling, producing some unusual attempts.
  • No knowledge of the 5 vowels.

Some insight.

A few months ago, my eight year old was sitting on the bed (between there and the bath we have our BEST chats).

He: ‘How do you spell ‘p’?’.

Me: ‘What do you mean?’, …unsure whether he needed the loo. (I always answer a question with a question, as it’s usually just ‘wondering out loud’ and he has the answer).

‘He: The letter: ‘p’, how do you spell it?’

Aaaaah, he didn’t understand the ‘Alphabetic Principle’, the fact that letters have names and sounds.

  • I told him that when you write ‘p’, it is a picture of the sound /p/!  OoooooH!

So, what is the Alphabet Arc anyway?

Using wooden, or plastic letters, the pupil is asked to arrange the alphabet in an arc on the desk or table in front of them, with ‘m,n’ in the middle.

There are many versions of letters available: magnetic, coloured, tactile, plain. It might be easier to start with coloured letters and progress to plain wood. With the plain ones, pupils find it harder to remember letter orientation, therefore there is greater challenge.

How can you help your students acquire this knowledge?

  • Get some solid alphabet letters.
  • Pupil to practice setting them out in an arc, with adult support, or with a classmate (who is very secure with the alphabet).
  • Start with markers: a, ‘m,n’ in the middle and z at the end, in an approximation of where the full arc will go. The idea is that the full alphabet will be within the student’s gaze.
  • Pupil to practice laying them out in sequence, first of all forwards and… when this is easily accomplished…backwards!
  • The children can make games up: close eyes and point to where a letter should be, mix sections up and re-arrange, close eyes and take one away… they will think of their own challenges!
  • The alphabet song is useful to help children remember.
  • Touch each letter and give its name and sound! This will take time and will not happen straight away as the brain is creating new pathways.

Multisensory?

In this way, pupils are using their sense of touch, they are saying the names and sounds and hearing them. Have a mirror handy so that they can see the sounds being made from the lips and teeth and encourage them to feel them too: air, vibrations, movements of the tongue.

Things to look out for and address:

  • Confusion over letter names and sounds e.g. g/j, letter orientation e.g. backwards ‘j’, confusion over letter order.
  • The dreaded SCHWA dun, dun, duuuun. This is when students add vowel sounds onto the end e.g. puh, fuh, luh. Encourage ‘pure’ sounds, tell them to snip the additional sounds off the end! Get some imaginary scissors!! The schwa will affect their ability to blend sounds in decoding (reading) and to separate sounds in words when encoding (spelling).

Look here for my video for Nexus Education:

Alphabet Arc video

Look here for a lesson plan (whole class) on letter names : Whole class alphabet arc

Understanding the power of the dyslexic mind and the alphabet.

In a brilliant exhibition at the Smithsonian, dyslexic graphic designer, Madalyn Hymas, showed how 6 letters can make 48 words. You start to appreciate how confusing the alphabet is for a mind that sees endless possibilities!

Madalyn Hymas

 

*seek specialist advice where possible, however, this relatively simple ‘alphabet arc’ exercise can really help – DON’T DELAY!

  • Get in touch if you have any questions!

See also:

Dyslexia: Finding the elephant in the classroom.

cartoon-elephant-md

In this blog, I aim to help Primary classroom teachers identify the elephants…I mean dyslexic children in their midst. I feel that teachers often have a good instinct but perhaps lack confidence, or are limited by school policy, when it comes to identification of dyslexia.

I am driven by the desire to help to identify and support dyslexic learners because my own son is dyslexic. Dyslexic learners often have low self esteem and can become disenfranchised due to negative experiences in school.

I challenge you to be curious…

I’m told Dyslexia is a ‘predictable’ need but many educators still resist identifying and supporting this, fairly common, learning difference. Why?

Is it fear of cost implications, at a time when budgets are tight?

Perhaps it’s the abstract nature of dyslexia, or the fact that, unlike some other learning differences, dyslexia reflects directly on teaching. Is it fear of labelling a child?

It is suggested that there are, at least, three elephants in every classroom! The analogy of an elephant seems particularly pertinent; I’ve often seen the scientific study of dyslexia likened to blind  men ‘looking’ at an elephant. They each experience a different aspect and are convinced they have the full story. The truth is; it’s different for every individual (due to genetic and environmental factors) but there are many common characteristics.

We can ignore dyslexia but it will not go away; what is the cost, both to the mental health and future opportunities for these children? Could educators be doing more to identify and support these learners?

The year 1 phonics screener might give information about these children and the year 1 target of ‘knowledge of letter names’ might give a further clue. Dyslexic children typically struggle to acquire the ‘Alphabetic Principle’ i.e. that letters have names AND sounds. Letters continue to be abstract to them until they ‘discover’ them through multi-sensory learning (feeling the letters, saying the sound, writing the shape).

Observe and listen to your children! Who might be dyslexic?

This isn’t exhaustive but might just get you thinking! Remember, the only expert is the child – get to know them and work with parents to provide mutual support.

**Take a moment to jot down what you think are indicators of dyslexia, under the following headings: Speaking and listening, Writing, Reading, Maths and Sensory differences.

Now read on!

Here are some clues:

  • SPEAKING AND LISTENING

speaking and listening

Be on the Look out for:

Bee on the lookout

  • I might… get confused between groups of letter sounds which originate in the same area (articulation) : /f/th/v/, k/g, /b/d/p/. I might also have difficulty saying consonant blends e.g. /st/ (links to writing).

*nb a letter within 2 lines e.g. /a/ suggests a sound.

Why? I may have low sensory feedback from these speech sounds (I can’t feel them or ‘hear’ them), this transfers to spelling later. This might be linked to some challenges with coordination too.

  • I might…have trouble remembering letter names and get certain pairs mixed up e.g. c/s, g/j, f/v, u/y.

Why? This might be because these letter names are articulated in the same areas e.g. ‘c’ and ‘s’ are said through the teeth.

  • I might… put my hand up and forget what I want to say, or when put on the spot, not be able to remember/answer. I might call out in class without waiting to be chosen.

Why? I can’t hold the information in my working memory and when under stress, forget what I want to say. I’m desperate to take part and share my awesome ideas which are often complex.

  • I might… have trouble sequencing multi-syllabic words e.g. hippopotamus and following several verbal instructions given at once.

Why? I might have working memory (where auditory information is held) and auditory (processing of sounds) processing difficulties, this leads to sequencing difficulties.

  • I might… have difficulty retaining and understanding abstract language e.g. what a ‘verb’ is.

Why? I often try to support language with my imagination and may visualise meaning, using my ‘mind’s eye’, I don’t have a picture for ‘verb’.

*SEEK ADVICE FROM A SPEECH AND LANGUAGE THERAPIST WHERE POSSIBLE.

  • WRITING

Be on the Look out for:

Bee on the lookout

  • I may not… be able to hold a pencil well and may not remember the shape of the letters I want to write, I may reverse them long after other children stop.

Why? I might have difficulties with co-ordination and fine motor skills. The shape of letters may not have become automatic for me. I may not really understand what letters are i.e. a picture of a sound.

  • I may… miss abstract words out of my sentence, often High Frequency Words (words commonly used in the English Language).

Why? Abstract words cannot be visualised, many are similar, (I don’t have a picture for them to help me) and they drop out of working memory when I’m writing, due to memory overload.

  • I may… have difficulties with layout and punctuation: finger spaces, margins; also commas and full stops.

Why? I might have a difficulty with visual perception (how things appear on the page) and orientation. I might get memory overload, I might not really understand how to use punctuation. I’m concentrating so hard due to cognitive burden that I forget.

Spelling:

  • I may… spell the same word several different ways ON THE SAME PAGE! Have persistent difficulties with High Frequency Words, make letter omissions in consonant blends (two consonants seamlessly mixed together e.g. /mp/), transposition of letters (mix them up), mix up similar sounds e.g. /b/ and /p/ and make unusual phonetic attempts at spelling.

Why? I can’t tell when a word ‘looks’ wrong and it’s like encountering the word for the first time. I typically struggle to map sounds (phonemes) to their corresponding letter shape (graphemes). My difficulties with speech and language start to transfer to writing. Letters and syllables may be transposed (wrong order) due to working memory difficulties (working memory is where we hold information temporarily).

Sounds in words are indistinct to me and a word can be like a chewing-gum blob of sound in my mouth!

  • READING (DECODING)

reading

This is probably the area most commonly associated with dyslexia. To really understand and spot dyslexia though, one has to look across a child’s cognitive profile and Primary teachers are perfectly positioned to do this.

Be on the look out for:

Bee on the lookout

  • I might… misread letters, especially b/d.

Why? I can’t differentiate between them, my mind might rotate them/play with them ( they don’t necessarily MOVE). I can’t recognise them automatically. I might have a difficulty processing symbolic information (see also maths).

  • I might have difficulties blending sounds; particularly initial consonant blends e.g. /st/ and end blends e.g. /mp/.

Why? I might… struggle to hold the sounds in memory and sequence them, it may be a coordination issue. Simple CVC words may provide challenge.

  • I tend to have difficulties recognising High Frequency Words. I might read ‘was’ correctly and then incorrectly ON THE SAME PAGE! For reasons discussed.
  • I can… have difficulties with  eye tracking (co-ordinating eye movement), I might read across a word and begin reading with the sounds out of sequence or not read to the end of the word correctly.

Why? Decoding/reading is primarily an act of coordination and the eyes jump in saccades (hop) across the page and across words. Dyslexic children seem to lack coordination in this area, this improves with practice but reading is effortful and so they are often reluctant.

  • MATHS

Math-Girl-

Be on the Look Out for:

Bee on the lookout

  • I can’t… remember what the symbols mean for the main operations.

Why? Because I can’t remember symbolic information without supporting aids e.g. visual or semantic clues (meaning).

  • I can’t… lay information out on the page e.g. writing out a simple sum.

Why? I might have visual and perceptual difficulties.

  • I get… numbers mixed up and might write them back to front, I might not remember the names of numbers.

Why? Numbers are symbols and are abstract which makes it hard for me to remember.

  • I might… get numbers mixed up e.g. twelve and twenty because they begin in the same way: /tw/, I might struggle to remember the counting sequence after ten because the pattern becomes irregular.

Why? I might have difficulties sequencing and remembering abstract information.

*Time, times tables, days of the week  and months of the year can be really tricky for me.

The language of maths, with Greek and Latin roots, can be challenging and abstract. Long, complex words burden working memory and the phonological loop do that it never goes into Long Term Memory.

Be sure to have transparency around the language – connect with the etymology (history of the word), create an image, practice retrieving the word eg perimeter- peri= around, metron = measure.

  • SENSORY DIFFICULTIES

This aspect of dyslexia tends to be discussed far less than e.g. reading, where a lot of money has been put into research. Observe the child, talk to them, does any of this fit?

In additional to our main 5 senses, we have our proprioceptive sense (where our body is in space) and vestibular (balance). If you are lucky enough to have an OT in school, talk to them about this.

Bee on the lookout

Be on the look out for:

  • I can’t… concentrate when the classroom is noisy.

Why? I might struggle to filter out background noise.

  • I might… sit on my foot, rock in my chair or droop sleepily over my desk.

Why? I might have difficulties maintaining arousal/concentration and need some kind of external input to help me concentrate. Movement might help me, or standing to learn.

  • I learn… best when I am using all of my senses in learning and when my unique thinking is appreciated!

Why? It’s how I process the world!

SensoryProcessingDisorder

*SEEK ADVICE FROM AN OCCUPATIONAL THERAPIST WHERE POSSIBLE.

  • Can you look across these areas and identify signs of dyslexia, did they match the list you wrote at the beginning?
  • There’s a great deal of information out there, read broadly, apply and reach your own conclusions!

For help with spelling: Memory and spelling

For suggestions to help with learning the alphabet see: Alphabet Arc

How might you initiate a discussion around dyslexia in your school? read here: Let’s chat: dyslexia

Suggested Further Reading:

BDA Read BDA’s Indicators for Primary.

Day-to-Day Dyslexia in the Classroom, Joy Pollack, Elisabeth Waller and Rody Politt, (2004, RoutledgeFalmer).

Dyslexia and Mathematics, T. R. Miles and Elaine Miles, (2004, RoutledgeFalmer)

Dyslexia: A Practioner’s Handbook, Gavin Read, (2016, Wiley and Sons)

Removing Dyslexia as a Barrier to Achievement, Neil McKay, (2012, SEN marketing)

Rose Report Read Rose Report

Sensational Kids, Lucy Jane Miller, (2006, Penguin).

Teaching Literacy to Learners with Dyslexia: A Multisensory Approach, Kathleen Kelly & Sylvia Phillips (2011, Sage).

 

 

 

 

 

 

 

 

thinkpix

visual think

 

As a dyslexia teacher and mum, my aim is to support those with dyslexia. I am particularly interested in helping class teachers to get a better understanding of this rather abstract and complex difference. Sadly, dyslexic strengths often only appear after school life has ended. My dream would be for dyslexic children to thrive in school, both emotionally and academically. They can learn, if they can do it differently.

I’ve used the name ‘thinkpix’ because when my eldest son (now 10) was around 5 years old, he told me ‘I have a picture for everything’. I read ‘The Gift of Dyslexia’ shortly after and everything fell into place; why he was struggling at school, had been late to talk (3 years), could never remember nursery rhymes and had never been interested in the alphabet!

My first blog is on identifying dyslexia in the classroom. I will look at how to support these children in future blogs as well as other living and learning posts!

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