Dyslexia professional development

On Tuesday the 31 July, Jodie Hunter ran a work shop to clarify our understanding of what Dyslexia is and how we can best identify and support children with Dyslexia.
Always good to keep in mind what works for children with Dyslexia is good practice for all children.
Jodie was accompanied by Karen Briton who also spoke about her experiences with her son who has Dyslexia. The presentation was thought provoking and clarified my understanding of Dyslexia and enabled me to clearly pin point which children in my room may be on the Dyslexia Spectrum.
It also provided clear direction about how to support these children.
https://docs.google.com/presentation/d/1IaNXhUT3KFgkqNN5jiYtUKm0wLq05luvx4t68Z-lF4g/edit#slide=id.p
Key Messages - It is a neurological problem
Indicators
Early warning-poor speech
Not saying sounds in sequence or unable to pronounce multi syllable words

• Poor letter sound knowledge and poor retention of this
• Difficulty organ sing written and spoken language
• Trouble recalling number facts instantly and remembering these - due to slow processing
• Slow reading-poor comp
• Spelling dosent match reading and speech
• Difficulty generating rhyming words
• Poor recall of words that start with the same sound
• Difficulty with word retrieval
• Difficulty with spoken directions
• Difficulty with remembering and saying names and places - poor recall-retrieval
• May miss pronounce words esp multi syllable words

Support with..
Targeted phonological awareness

• Develop phonemic awareness
• Just target their specific gaps
• Lots of segmenting and blending words (making and breaking)
• Marie clay sound boxes are good - good to use a block or counter as in Marie clay methor from RR to represent each sound(phoneme)
• Need to explicitly transfer this knowledge to writing
• Explicitly teach to generalize sounds and spelling rules

Reccemonded -PHONOLOGICAL AWARENESS PROGRAMME - 

Refer to Gail Gillon - University of canterbury

https://www.canterbury.ac.nz/education/research/phonological-awareness-resources/
What next for me - Look at linking this information to my reading target inquiry
                               - Focus more on Phonological awareness of the children not making progress and clearly identify their gaps and explicit teach to these during reading and writing
Really slow down the segmenting of words and use a visual prompt e.g. sound boxes
                               - Meet with Andrea  to view the Gillon phonics kit and make one up to support targeting the gaps of my target children