Overview:
- Ashraf Samsudin; Mandy Nayton both spoke at the Sounds-Write Symposium 2021 which Lisa 'attended'
- Dyslexia: difficulties which result from a deficit in the phonological component (a difficult in a person's ability to process sound); this is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction; 2* consequences incl problems in reading comprehension and reduced reading experience
- Identifying features of dyslexia: slow and effortful word reading and spelling and difficulty understanding the meannifos what is read
CL Theory:
- difficulties: phon. processing; rapid automatised naming; working memory
- Long Term Memory: requires context; helps us solve problems and make sense of things
- STM only lasts for seconds e.g., introductions
- Working Memory: both stores and processes info at the same time; 5 year olds 1-2 items
- Cognitive Load = effort/energy used in WM
Implications for teaching and learning; effective learning therefore requires:
- explicit and systematic instruction
- sequential phonics instruction
- oral reading that is supported with specific consistent error correction and feedback to aid fluency
- repetition/repeated exposure - spaced practice and regularly retrieving info; repetition is key
- explicit instruction in vocab, reading comprehension, spelling and writing
- dual coding is giving instructions both visual and verbal simultaneously
- bring attention and active engagement to the task
What does SL look like across the school?
- team members described the programmes as they operate across the range of teams.
Lisa is going to organise a time when those interested will be able to join her to listen to the Sounds-Write symposium presentation she referred to today. I've emailed my commitment to attend!
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