1 dyslexia - foreign languages: & or vs ? aosta 18 – 19 march 2010 paolo iotti ...

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DYSLEXIADYSLEXIA - -FOREIGN LANGUAGES:FOREIGN LANGUAGES:

& or Vs ?& or Vs ?

AOSTA 18 – 19 MARCH 2010AOSTA 18 – 19 MARCH 2010

Paolo IottiPaolo [email protected]

www.paoloiotti.net [email protected] [email protected]

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DYSLEXIADYSLEXIA /DɪˈSLEK.SI.Ə/ /DɪˈSLEK.SI.Ə/ A DIFFICULTY WITH READING (AND WRITING) A DIFFICULTY WITH READING (AND WRITING)

CAUSED BY THE BRAIN'S BEING UNABLE TO SEE THE CAUSED BY THE BRAIN'S BEING UNABLE TO SEE THE

DIFFERENCE BETWEEN SOME LETTER SHAPES.DIFFERENCE BETWEEN SOME LETTER SHAPES. It does not just prevent the person from reading or

writing properly or fluently, it can also create difficulties in lateralization (left and right), with instructions…

People with dyslexia are easily distracted, having to do something in front of others is very challenging; they overstress (and their dyslexia then takes over), they lack confidence…

Someone with Dyslexia is not ill, someone with Dyslexia is not mentally retarded, they just learn in a different way.


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HOW DO DYSLEXIC STUDENTS BEHAVE HOW DO DYSLEXIC STUDENTS BEHAVE

IN THE CLASSROOM ?IN THE CLASSROOM ? They twist, fiddle with their pens…They twist, fiddle with their pens… They write slowly and their handwriting is often They write slowly and their handwriting is often

chaotic.chaotic. They are quite messy. They are quite messy. They are often sad or look like they don’t They are often sad or look like they don’t

care // they’re always “having fun”.care // they’re always “having fun”. They tend to forget their books, homework diary…They tend to forget their books, homework diary… They start to work when you walk towards them, They start to work when you walk towards them,

they say it is too difficult.they say it is too difficult. They can be aggressive if confronted to the work They can be aggressive if confronted to the work

without a prior chat.without a prior chat.www.paoloiotti.net [email protected] [email protected]

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TO PREPARE / SELECT MATERIAL FOR TO PREPARE / SELECT MATERIAL FOR THEM, WE NEED TO REMEMBER THAT…THEM, WE NEED TO REMEMBER THAT…

People who are dyslexic are bright; they use their People who are dyslexic are bright; they use their brain in a different way, they are often very brain in a different way, they are often very artistic. artistic.

They use non verbal memorization and They use non verbal memorization and communication: 3 dimensional things make more communication: 3 dimensional things make more sense to them. sense to them.

They need to visualize things to remember them, They need to visualize things to remember them, they must manipulate to understand. they must manipulate to understand.

They cannot just “witness” to know they have to They cannot just “witness” to know they have to experiment.experiment.

(examples, later)(examples, later)


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DON’T DON’T

DON’TDON’T Forget that students overeact when he/she Forget that students overeact when he/she

misbehaves.misbehaves. Tell them “it is easy”! (because it isn’t! ); Tell Tell them “it is easy”! (because it isn’t! ); Tell

them they are lazy.them they are lazy. Ask the (dyslexics) students to read in front of Ask the (dyslexics) students to read in front of

the class without prior notice.the class without prior notice. Talk with your back turned to the students. Talk with your back turned to the students.

(some dyslexic students are reassured when (some dyslexic students are reassured when they “lip read”)they “lip read”)


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DODO

DODO Keep an eye on the student in case he/she Keep an eye on the student in case he/she

doesn’t understand.doesn’t understand. Use visual prompts. (Use visual prompts. (“The programme of “The programme of

today”today”)) Rephrase the instructions you give. Rephrase the instructions you give. Make sure the noise level in class is low.Make sure the noise level in class is low. Record (part of )the lesson on tape to take home.Record (part of )the lesson on tape to take home. Involve the student in the lesson.Involve the student in the lesson. Give them more time to finish a task.Give them more time to finish a task.


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TRICKS TO HELP YOU AND THE DYSLEXIC TRICKS TO HELP YOU AND THE DYSLEXIC STUDENTS DURING AND AFTER THE LESSONSTUDENTS DURING AND AFTER THE LESSON

Make sure you Make sure you write on the board write on the board what what needs to be done for next time (a dyslexic needs to be done for next time (a dyslexic child cannot listen to an instruction, child cannot listen to an instruction, process it, understand it, write it down at process it, understand it, write it down at the same time!)the same time!)

When reading a worksheet or a text from a When reading a worksheet or a text from a book give the dyslexic child a coloured book give the dyslexic child a coloured plastic sheet (see through of course!) to plastic sheet (see through of course!) to cover the text: sometimes dyslexic people cover the text: sometimes dyslexic people find the white on which the text is written find the white on which the text is written aggressive to their eyes and words starts aggressive to their eyes and words starts to flicker on the page.to flicker on the page.


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MORE TRICKS…MORE TRICKS… Make sure the exercises are easy to Make sure the exercises are easy to

understand (it does not mean easy to do!): understand (it does not mean easy to do!): not too many instructions. The tasks must not too many instructions. The tasks must be clear.be clear.

When starting a new Unit/ Chapter, give the When starting a new Unit/ Chapter, give the students a “menu” of what you want them students a “menu” of what you want them to be able to do in the shape of a “project”:to be able to do in the shape of a “project”: dyslexic people need to know why they dyslexic people need to know why they are working even more than standard/ are working even more than standard/ “normal” students because school can “normal” students because school can be, for most of them, a torture.be, for most of them, a torture.


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HOW CAN YOU MAKE A DYSLEXIC HOW CAN YOU MAKE A DYSLEXIC CHILD READ ALOUD SUCCESSFULLY?CHILD READ ALOUD SUCCESSFULLY?

There has to be a specific purpose; words There has to be a specific purpose; words have to be a means for something else not have to be a means for something else not an ending!an ending!


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A PRACTICAL IDEAA PRACTICAL IDEA For example if you are teaching prepositions For example if you are teaching prepositions

of place and the imperative form you can do of place and the imperative form you can do a a treasure hunttreasure hunt• You give the child three different texts and show You give the child three different texts and show

him where you are going to hide the object, each him where you are going to hide the object, each text gives directions to a specific place in the text gives directions to a specific place in the classroom. classroom.

• The child reads the texts and has to choose which The child reads the texts and has to choose which one corresponds to where you are hiding the one corresponds to where you are hiding the object.object. Then that child must read aloud to a Then that child must read aloud to a team / a single child the text to make them find team / a single child the text to make them find where the object is. where the object is.

• They must complete the task under a minute for They must complete the task under a minute for instance to win a token.instance to win a token.


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MORE PRACTICAL IDEASMORE PRACTICAL IDEAS Get the dyslexic (or less able kids) to read Get the dyslexic (or less able kids) to read

out some of the daily routines:out some of the daily routines: The weather and date boardThe weather and date board:: at the at the

beginning of each lesson a child fills in the beginning of each lesson a child fills in the weather and date poster. weather and date poster. (see ex.)(see ex.)

The daily “task-chore” posterThe daily “task-chore” poster: a poster : a poster where you or a student write(s) the names where you or a student write(s) the names of who will hand out the worksheets, clean of who will hand out the worksheets, clean the board, sweep the room… the board, sweep the room… (see ex.)(see ex.)

Constant repeating helps build up Constant repeating helps build up confidence.confidence.


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HOW CAN YOU MAKE A DYSLEXIC CHILD HOW CAN YOU MAKE A DYSLEXIC CHILD LEARN HIS LESSON SUCCESSFULLY?LEARN HIS LESSON SUCCESSFULLY?

The lesson that you want the child to read The lesson that you want the child to read has to be neatly written.has to be neatly written.

To learn a lesson a child has to understand To learn a lesson a child has to understand it and know it and know whywhy he is learning it. he is learning it.

The dyslexic child needs to know what The dyslexic child needs to know what learn by heart learn by heart really means, learning is a really means, learning is a process that takes a lot of time and to process that takes a lot of time and to memorize things dyslexic kids have to work memorize things dyslexic kids have to work harder than other kids.harder than other kids.

……my melodious voice my melodious voice on their tape… on their tape… … … TMB TMB Digital BookDigital Book (what a relief!)(what a relief!)www.paoloiotti.net [email protected] [email protected]

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AUDIO + VISUAL =AUDIO + VISUAL = The whole point of the tape is to make sure The whole point of the tape is to make sure

that the child is able to access the that the child is able to access the lesson at home without any helplesson at home without any help from from family or helper (being independent is very family or helper (being independent is very important: remember dyslexic people are important: remember dyslexic people are as bright as anyone else). as bright as anyone else).

The lesson being listened to is not painful The lesson being listened to is not painful anymore and it will help the child to also anymore and it will help the child to also look at the lesson whilst hearing it.look at the lesson whilst hearing it.

Emotional involvement…Emotional involvement…


1414www.paoloiotti.net [email protected] [email protected]

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DYSLEXIA IS ...DYSLEXIA IS ... The following paragraphs were written by students

studying at The Dyslexia Center in Santa Rosa, California.

The ability to see multidimensionally, all at The ability to see multidimensionally, all at once, or from any one place at a time.once, or from any one place at a time. The The ability to think in pictures and to register those ability to think in pictures and to register those pictures as real. pictures as real.

An emotional disability. An emotional disability. Dyslexia can move Dyslexia can move you from a calm state of mind into confusion in you from a calm state of mind into confusion in seconds. It's hard for others to understand a seconds. It's hard for others to understand a dyslexic. Confusion tends to make a dyslexic dyslexic. Confusion tends to make a dyslexic moody, overly sensitive, and unable to moody, overly sensitive, and unable to communicate easily with others. There is no communicate easily with others. There is no question that it affects your relationships.question that it affects your relationships.


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DYSLEXIA IS ...DYSLEXIA IS ... Sensitivity:Sensitivity: Dyslexics are keenly sensitive to Dyslexics are keenly sensitive to

others, and are able to perceive thoughts and others, and are able to perceive thoughts and feelings; this makes mistakes upsetting. Dyslexics feelings; this makes mistakes upsetting. Dyslexics also have a strong sense of justice and are also have a strong sense of justice and are always right! always right!

A talent:A talent: Excellent in art, music, drama, sports, Excellent in art, music, drama, sports, carpentry, mechanics, and electronics, dyslexics carpentry, mechanics, and electronics, dyslexics can brainstorm their way out of anything. can brainstorm their way out of anything. Dyslexics are creative and bright, giving others Dyslexics are creative and bright, giving others the impression that they should just try harder!the impression that they should just try harder!


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AND NOW…AND NOW… A PRACTICAL APPROACH!A PRACTICAL APPROACH!

• Let’s create our own material!Let’s create our own material!• Let’s listen to our students (we need Let’s listen to our students (we need

their co-operation)…their co-operation)…


1 dyslexia - foreign languages: & or vs ? aosta 18 – 19 march 2010 paolo iotti ...

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