Strategies for supporting dyslexic deaf pupils - batod

Strategies for supporting dyslexic deaf pupils
Prue Ruback, Senior Lecturer in Education, University of Hertfordshire
(formerly Chief Verifier for SpLD professional training courses)
One of the core deficits found in many dyslexics is
the inability to process sounds efficiently. Their
impaired phonological processing skills make the
segmentation and blending of sounds very difficult
and this has predictable implications for their
acquisition of literacy skills.
The deaf pupil may have similar difficulties learning
to read and, in both cases, the visual route to
reading might be preferable.
With a deaf dyslexic, the challenge for their teachers
is to find material which is both helpful and
stimulating.
What follows below is a set of pointers which might
be considered when working with HI dyslexic
readers and spellers.
Check that the picture always supports the
written text. If in doubt cover up the text and
see how helpful the visual images are in
supporting decoding.
For emergent readers always have large,
plastic feely letters when working on word level
work. These provide multisensory opportunities
for reinforcement of letter shapes and sounds,
using tactile materials. Dyslexic learners often
prefer the kinaesthetic route to learning, so any
opportunity that enables them to manipulate
tactile letters will reinforce their learning.
Make use of visual analogy wherever possible.
For example, if a child can read and spell their
favourite football ‘team’ then they can construct
cream and dream by analogy.
Use colour to highlight visual patterns in words.
A small whiteboard and coloured pens can be
both motivating and interactive. The aim
should always be to involve the learner in
metacognitive choices, rather than learning by
rote. So, when tackling phonics and spelling
onset and rime chunks (where c is the onset
and -at is the rime), can be assembled visually
as well as aurally/auditorially.
eg f-at, r-at, s-at, b-at, m-at, h-at, p-at
The fact that the pupil has been given the
chunk -at means that the medial vowel sound
does not have to be worked out: it is a
constant, allowing rapid assembly of similar
words.
Syllable division, which is often problematical
for dyslexics, can be tackled in a kinaesthetic
way, by tapping on the table, clapping out or
counting ‘chin-bumps’ in a pupil's name Chris/
to /pher. Other visually effective methods for
helping to identify the correct number of
syllables would be to construct the whole word
with plastic letters, or to write out the whole
word, which can then be segmented and
marked up with coloured pens or highlighters.
Make as much use as possible of interactive
early reading programs on the computer, where
every word can be highlighted individually, as
they are read aloud. This adds a visual
dimension to the spoken text.
Another helpful feature of incorporating ICT into
early literacy is that it can provide all the overlearning
and reinforcement needed for
dyslexics, whilst simply reading to an adult or
parent doesn't have the same ‘street-cred’ or
appeal. The computer is non-judgemental and
doesn't get tired, allowing the dyslexics the
opportunities they need for consolidation of
spelling patterns, new vocabulary or whatever
has to be committed to long-term memory.
Legibility of handwriting can be an issue for
dyslexics. Indeed some dyslexics use
indecipherable handwriting to camouflage their
imperfect spelling knowledge, preferring the
teacher to make sense of their written work.
Others have poor fine-motor control and some
simply find putting pen to paper a real strain.
Word processing packages which incorporate
predictive text, speech synthesis, a variety of
spelling options, based on previous choice can
all free up the secretarial aspects of writing to
allow the student to concentrate exclusively on
composition.
For dyslexics, the word processing facilities to
enlarge text, to change the background colour
of the screen and to select a font which is
©BATOD Magazine November 05 23

easier to process, such as Comic Sans or
Sassoon cursive will all be of benefit.
Sequencing can be an area of difficulty for
dyslexic learners of all ages. So alphabet
friezes, number lines, high frequency word lists,
class lists etc, should be accessible and freely
available. Dyslexics under-perform when under
pressure, so a quick glance at a handy aidememoire
can remove an added layer of
difficulty when practising their literacy skills.
Strategically positioned visual timetables,
possibly with pictures or icons, depending on
the age of the pupil, can help to reassure the
primary school dyslexic about classroom
routines and the structure of the school day.
Homophone and homonym confusions often
seem like intractable problems for the dyslexic
person. Having someone to discuss the
context of the word with, someone who can
explore how to construct a mnemonic for
tackling confusing spelling patterns, or
someone who can provide other multisensory
ways of approaching literacy will be of
enormous benefit to the deaf dyslexic. So the
individual support of a trained teaching
assistant/Teacher of the Deaf will immeasurably
enhance the ability of the deaf dyslexic to make
progress with literacy.
enough to put them into any coherent order. At
KS2 where text cohesion is a requirement, ICT
programs which allow them to mind-map on
screen will help to capture this range of
tangential thoughts, sort and order them and
store them for possible inclusion at a later date.
There is an organisation called patoss which is
the Professional Association of Teachers of
Students with Specific Learning Difficulties.
Patoss hosts an annual conference, runs local
groups for SpLD professionals and publishes a
bi-annual professional journal. It also maintains
a register of SpLD tutors and publishes a list of
useful resources, by age and category.
www.patoss-dyslexia.org
There is a great deal of overlap between the
problems encountered by the deaf student and the
dyslexic student and the challenge for the
professional working with a combination of both
difficulties is to be continually updating oneself about
new materials, strategies and approaches.
English is a crazy language
In what language do people recite at a play and play
at a recital
Have noses that run and feet that smell
How can a slim chance and a fat chance be the
same thing, while a wise man and a wise guy are
opposites
There is a wealth of games, software, books
which could be of benefit to individual students
but it is invidious to recommend specific ones,
as many are related to learning style, the age
of learner and the personal preference of the
teacher.
For older dyslexics the sequencing of ideas for
a written assignment can present a challenge.
Sometimes ideas come in such a random way,
that dyslexics cannot remember them long
Mind-map - using mind-maps
24 ©BATOD Magazine November 05