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Information for dyslexic

students

Dr David Pollak
De Montfort University
Leicester, UK
Session overview
Dyslexia is ?
 a neurological deficit
 a disability
 a memory problem
 a contrast between your intelligence
and your academic skills
 part of neurodiversity
 a preference for holistic thinking
 something to campaign about
 part of the normal range of brains
Ways of thinking

 linear
 two-dimensional
 three-dimensional
 visual
 global
 oral/aural
 interactive
Left hemisphere Right hemisphere

Good short term memory Relies on personal


associations to
Thinks in words remember
Remembers sequences Thinks in images
Remembers patterns
Takes in information step
Takes in parts in terms of
by step
whole
Looks for cause and effect Looks for simultaneous
connections
Relies on induction and
Is good at synthesis and
analysis
intuitive links
Is time conscious Is space conscious
visual/
spatial imagination/
language emotion
thinking

logic
holistic
thinking
analysis colour,
pattern,
design
details

numbers practical/
concrete
thinking

sequencing
<left right> creative
problem-
solving
abstract
thinking intuitive
understanding
What is dyslexia?
 It means ‘difficulty with words’

 People who are identified as dyslexic


may have difficulty with reading,
spelling, understanding language they
hear, or expressing themselves
clearly in speaking or in writing

 It’s a kind of brain with many


strengths too
UK dyslexia assessment
framework (education)
 Family and learning history
 Curriculum information
 Psychometric tests
 Word recognition test
 Non-word reading test
 Spelling test
 Phonological assessment
 Miscue analysis
 Reading/listening comprehension test
 Free writing
Things you may struggle with (1)

 Reading (speed, understanding)


 Concentration
 Spelling and grammar
 Physical coordination and handwriting
 Remembering information
 Organising and planning
2) River effect
1) Pattern glare effect

3) Glare effect 4) Whirlpool effect


5) Overlap effect 6) Disappearing lines effect

7) Floating lines effect


Things you may struggle with (2)

 Working within time limits


 Thinking and working in sequences
 Visual difficulties such as blurring of
print
 Emotional stress
 Social anxiety
Lecturers can help with reading:

 Use a plain font and wide spacing


 Provide a glossary
 Use plenty of bullet points
 Use diagrams instead of text
 Use coloured paper
 Avoid sentences or headings in
capitals
They can also do this:

 Annotate reading lists


 Provide material on disk
 Type assignment feedback
 Colour-code course guides
Lecturers can help with writing:

 Display new terminology


 Provide handouts for annotation
 Allow time for copying from the screen
 Set unambiguous titles
 Give clear content criteria
 Give feedback on drafts in first year
 Separate feedback on content &
presentation
Lecturers can help with talking
and listening:
 Be patient
 Be prepared to repeat instructions
 Use facilitative questioning
 Encourage use of recording machines
 Give clear assessment criteria for
presentations
 Encourage visual communication
Lecturers can help with numbers:

 Give phone numbers the French way


 Check that numbers have been
written correctly
 Provide long numbers on paper
 Use technical support e.g. talking
calculators
Lecturers can help with
personal organisation:
 Ask you what will help
 Provide simple maps, plans or
diagrams
 In signs, use colour and graphics
 Supplement oral instructions with
simple written ones
 Provide information online or on disk
 Avoid assignment clustering
Lecturers can help with
emotional issues:
 Avoid public discussion of dyslexia
 Be aware that aggressive behaviour
may mask anxiety
 Demonstrate awareness/acceptance
of dyslexia, particularly the stress
aspects
 Refer to you to Counselling service
But: Students should not blame
dyslexia for everything! 
what do I
want from is there a
are there this book? section
sub- called
headings? 'summary'?

questions is there a
are there to ask good
diagrams? about a contents
book list?

is there a
is there a
section called
good
'introduction'?
index?
“I cannot think of anything more unfair than … to treat all
students as if they are the same, when they so
manifestly are not” (Lewis Elton)

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