Category:

What is….

 

What is the most effective type of lesson?

The Rose Report findings

By Julia Hewerdine

 

 

Learners with dyslexia will benefit the most when learning:

      Is personalised

      Uses evidence-based support programmes

      Has the key features of specialist teaching programmes:

                                                • phonetic• multisensory • cumulative

                                                • sequential• progressive• small steps

                                                • logical

      Ensures overlearning

      Focuses on metacognitive processes

      Builds self-esteem

'Knowing what a learner with dyslexia will benefit from in their lessons will help you achieve your goal related to dyslexia. Sign up to join the hundreds of candidates already benefiting from our courses and be part of our journey to make the changes people with dyslexia need.'

 

 

 Category:

What is….

 

The importance of speech, language and communication development

Links with dyslexia

By Julia Hewerdine

 

 

There is a link between speech and language difficulties and dyslexia.

Children who come to the task of reading with well-specified phonological representations are well-placed to establish links between the letters of printed words and the sounds of spoken words. Children who find it difficult to hear the sounds in words find it difficult to acquire literacy skills.

 

Understanding the link between language development and literacy delay is one of the many ways in which we can help you develop you knowledge so that you can achieve your goal related to dyslexia. Sign up to join the hundreds of candidates already benefitting from our courses and be part of our journey to make the changes people with dyslexia need.

 

 

 

Category:

Advice/tips

 

Technology: Will it help?

How can technology support a learner with dyslexia?

By Julia Hewerdine

 

 

 

Encouraging learners to engage with a range of technology has a many advantages, as it:

      Prepares learners with dyslexia to participate in a rapidly changing world

      Promotes initiative and independent learning

      Supports the learner with dyslexia & provides opportunities for reinforcement

      Raises self-esteem

      Improves tedious tasks

………

 

We can help you achieve your goal related to dyslexia. Sign up to join the hundreds of candidates already benefitting from our courses and be part of our journey to make the changes people with dyslexia need.

 

 

Category:

What is….

 

Dyslexia, Rhythm and the Brain

Professor Usha Goswami, Director of the Centre for Neuroscience in Education, Cambridge, presented an overview of how brain rhythms encode speech rhythms and why this neural process may be atypical in dyslexia.

By Julia Hewerdine

 

Dyslexia, Rhythm and the Brain

Usha Goswami is the Director of the Centre for Neuroscience in Education at the University of Cambridge. The Centre uses EEG and fNIRS to explore the developing brain.

Usha Goswani gave a fascinating talk about how a typical learner hears the syllables in speech compared to a learner with dyslexia.  Children with dyslexia show sensory impairment in processing rhythm. A group of students were given a basic task of physically tapping along to speech. The students with dyslexia showed a much greater variability in results, showing they found it much harder to stay in time.

She talked about how she developed a more direct measure of syllable stress perception. An example of a stressed syllable would be that when we say the word ‘garden’ we stress the first syllable: GAR den.  Stressed syllables appear in most languages at 2Hz. Children with dyslexia find difficulty recovering and processing the prosodic structure form speech signals, particularly the rise in time of each part of the sentence.

It appears that the slower oscillations .90-2.5Hz are more important in the development in language and are the foundations for building understanding the faster oscillations.  Children with dyslexia will develop an altered foundation which makes the development towards the higher frequency patterns harder for them.

The research study used an ‘EEG’ (sponge head cap) to conduct tests, using a music task. It revealed that the dyslexic learners’ brainwaves fired at different times compared to others’ – slightly early. It was noted that at slower rates (0 – 2 Hz)  the dyslexia brain does not encode speech signals. The underlying beat structure in the music task was 2 Hz, (beats occurring every 500 ms or two beats a second). The dyslexics only showed impairment in neural entrainment at the slower rate of 2 Hz. Intriguingly, they also showed better entrainment than controls at the faster rate of 10 Hz.

The study data suggested that children with developmental dyslexia are ‘in tune but out of time’.  Usha Goswami has used the results of her study to suggest that rhythmic entrainment difficulties may be at the heart of developmental dyslexia.

 

The Dyslexia Matters Team are keen to understand the many fields of research that aim to further unlock the reasons why learners with dyslexia face the difficulties they do.

 

Following current research is one of the ways in which we can help you achieve your goal related to dyslexia. Sign up to join the hundreds of candidates already benefitting from our courses and be part of our journey to make the changes people with dyslexia need.’

 

Category:

The Dyslexia Matters Team

 

Quality of Our Provision

The Dyslexia Matters Team are proud to share the key findings of our latest Quality Assurance Report

By Julia Hewerdine

 

 

Our External Quality Assurer visit:

We always welcome peer review and believe that all our stakeholders benefit from the high level scrutiny an inspection offer.

The report highlighted the aspects of our provision we value the most:

 ‘All assessors are extremely competent, highly qualified and experienced.’

‘This Centre delivers courses of an exceptionally high standard turning out

well prepared teachers and assessors who are prized by the organisations

for which they work.’

 

 We can help you achieve your goal related to dyslexia. Sign up to join the hundreds of candidates already benefitting from our courses and be part of our journey to make the changes people with dyslexia need.’