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Maths & English (ENGLISH AND VISUAL (DYSLEXIA
FOCUSING ON how…
Maths & English
ENGLISH AND VISUAL
DYSLEXIA
- FOCUSING ON how visual learning can assist children with dyslexia in Phonic learning. Phonic reading is a systematic approach that decodes letter-sound pronunciations by breaking words into corresponding sounds (Eliani, N.N and Othman, A (2011).
- phonic learning is said to be suitable for those with learning disabilities, dyslexics in specific - (Ismail, S.S et. al. (2010) and Singleton, C, (2003) .
- however, Bernett 2011 states that there may be a reduced ability to break down words and recognise phonological awareness
SUPPORTED by Devine 2016 as she states that dyslexics struggle with phonics and use single word recognition.
- Children with dyslexia con not comprehend the sounds of the phonemes as well as connect sound to meaning in the same way as other students.
- SNAP + HOW IT HELPS + INCLUSION
- VISUAL LEARNING: can be seen as a BAD approach as the children may get distracted by the aids used and divert from the task. therefore having timers on or TA's/ higher achievers sat with them focus.
- VISUAL learning in english is similar to using visual learning in mathematics due to how they both use PICTORAL IMAGES- however mathemetics is normaly seen using interactive whitboards where the children can give it a go
EAL
- Visual aids and audio learning also assists EAL's acquire new vocabulary and improve English skills. (Britsch, 2010;). such as seeing the word written and pictoral
- Focusing on phonics EAL children sometimes may not distinguish the phonemes selected for rhyming or matching. Some activities confused conceptual underpinnings, for example counting syllables Angelo, D. (2013) - USE snap game
- Visual learning provides context and understanding for EAL learners who need to make sense of new information as the images are able to ‘illustrate’ and reiterates the text.
- This is supported by Conteh 2019 as he states in a case study that student X could read perfectly however couldnt comprehend/understand what she was reading
MATHS AND SCAFFOLDING
- The pupil with dyslexia is likely to have problems that are not related to understanding the content but are linked to the process that is used, this may require a high level of literacy, attention to detail and good short-term memory. Perkin 2007
- Therefore scaffolding using instruction, modelling and explaining can assist.
DYSLEXIA
- Scaffolding borrowing and carrying...by having set rules in their book for them to look back on AND developing this overall technique in steps
- Due to children with dyslexia having difficulties with sequencing and memory. In practice Ordering Numbers, Shapes and Fractions can be supported by both visual learning and scaffolding (teacher made template sheets LIKE THE ONE IVE MADE) - 'give - it -a -go' on an interactive whiteboard
EAL
- Scaffolding EAL children in mathematics would be seen to bring in discussion in the lesson, this assists language learning and academic development
- Vygotsky's sociocultural theory which focuses learning development on speech and interaction in the class. "Speech is an important medium for learning. Vygotsky’s (1978)"
- discussion- formative assessment and inclusive practice
- the dynamics of the classroom, GROUP WORK and PAIRS WORK
- The main weakness with this approach is that this practice can be more teacher-centred and call for increased teacher modelling of language (Short & Echevarria 1999 cited in Hur et al 2012)
- This approach supports both english and maths as each subject can be broken down step by step - In ENGLISH
MATHS AND VISUAL
EAL
- VISUAL learning in maths may focus getting EAL children to see what the sum is doing.
- FOCUSING- Visual learning would help EAL children in number... DOMINOS AND COINS
i have seen children use dominos to add and then use numberlines to assist there adding.
- A traditional method of measuring mathematical ability has been to assess pupils’ ability to solve word problems (Abedi and Lord 2001). This may hinder their academic ability ... SATS AND ALL QUESTIONS ARE WRITTEN. - spoken out
- Abedi and Lord 2001, discuss the challanges of word problems as they state- Word problems might influence comprehension difficulties for EAL pupils with mathematical word problems. This may also have an effect on children with dyslexia - why?
DYSLEXIA
- Visual and multi sensory learning offers the chance to be actively engaged in real world environments, as well as in formal and informal mathematical perspectives. Weiss, Kramarski and Talis. (2006)
- MathLexic is a multimedia mathematical application that is designed to help children with dyslexia improve their mathematical skills.
Ahmad, S. Z., Jinon, N. I. and Rosmani, A. F. (2013)
- This application uses the childrens imagination due to how it lays out the questions
- Visual learning has been related to mathematics with varying degrees of support (Dehaene et al., 1999, Geary, 2004).
- A study by Peters et al 2010 states that Visual learning is needed for calculation procedures like addition sums - (i have seen as dots) however, one drawback of this study was done on children with Mathematical learning needs not dyslexia.
- considering that, on placement i have seen children with dyslexia having difficulty with remembering steps- WHERE VISUAL LEARNING WOULD THEN allow the children see what needs
ENGLISH AND SCAFFOLDING
EAL
- Scaffolding EAL language learning in practice is seen with multi lingual glossaries- these have also been used by parents to further support the development of the curriculum
- Scaffolding is 'step-by-step' support therefore providing full support with a glossary would be the first step, then asking the child to repeat and memorise will be the second, then for the child to use the vocaulary on their own will ensure they have learnt it.
- why use scaffolding for EAL? due to how it is a constant support for EAL children as they have double to learn - language and achademic development
- In school there are many commercially produced schemes used for teaching synthetic phonics (letters and sounds). However as noticed by Conteh 2019 this does not support all needs in the class.
letters and sound uses clapping syllables, where as EAL children would be supported to see the sylables split up first.
DYSLEXIA
- Van de Pol et al. (2010) highlights how scaffolding is seen in sequence - as you transfer responsibility over to the children during the lesson.
IN PHONICS- starting the lesson with an explaination of a new grapheme, then encouraging the children to join in, then them doing their task.
- To support dyslexia the teacher would limit the literacy used and use for the children to show there work verbally
- scaffolded lessons lowers frustration in the class as the children with Dyslexia have something to help them throughout the lesson
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Conclusion-
COMPARE THESE TWO- visual learning is seen and used less due to how audios may not relate to what is being taught and children get distracted. Scaffolding is seen more due to how it constantly supports the children through the lesson.
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