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![Page 1: Strategies for identifying and supporting potentially dyslexic children in the Early Years ©2012 Judith Stansfield - SEN ICT Consultant.](https://reader037.fdocuments.net/reader037/viewer/2022110206/56649cdf5503460f949a8c95/html5/thumbnails/1.jpg)
Strategies for identifying and supporting potentially dyslexic
children in the Early Years
Catch ‘em Young!
©2012 Judith Stansfield - SEN ICT Consultant
![Page 2: Strategies for identifying and supporting potentially dyslexic children in the Early Years ©2012 Judith Stansfield - SEN ICT Consultant.](https://reader037.fdocuments.net/reader037/viewer/2022110206/56649cdf5503460f949a8c95/html5/thumbnails/2.jpg)
Dyslexic or Young?
Dyslexic traits• Short term memory (auditory)• Short term memory (visual)• Easily distracted• Reverses letters/ numbers• Sequencing problems• Language /wordfinding• Organisation of self/work• Gross / fine motor skills• Patterns and relationships
Extreme youth traits• Short term memory
(auditory)• Short term memory (visual)• Easily distracted• Reverses letters/ numbers• Sequencing problems• Language /wordfinding• Organisation of self/work• Gross / fine motor skills• Patterns and relationships
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So what is the difference?
• History of dyslexia in the family• Apparently ‘clever’ child who is not making
progress• Loves stories, but slow / no progress in
reading• Reluctance to write but may be good at
drawing
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Why intervene?
• Interventions will help any child progress• Early help will reduce risk of ‘failure’, losing
confidence and low self esteem• Strategies will become life-long tools• Reduce risk of child becoming a ‘naughty’
problem
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What can be done?
• Use a dyslexia screening program• Find out the child’s strengths and weaknesses• Use the strengths to support weaker areas• Provide a multisensory learning environment• Provide dyslexia-friendly materials• Get the child to repeat oral instructions before
starting a task• Where possible, provide visual prompts• Encourage appropriate use of ICT
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What to useLucid CoPS
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Multisensory Environment
• Sand, water, paint, playdough etc• Singing games• Sequencing games• Playing with letters and numbers in various
formats• Pelmanism
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Using ICT
• Initial screening• Multisensory support for learning/overlearning• Producing support materials• Developing coping strategies for:– Encouraging language development– Groundwork for literacy and numeracy skills– Organising work / life
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Spoken language developmentChoose and cook
Choose and tell: Nursery Rhymes
Leaps and bounds
Rainbow StoriesPodd
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Early NumberCounting Songs
ChooseIT Readymades: Numeracy
Fizzy’s First Numbers
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Singing and RhythmDrumkit
Counting Songs
Rainbow Stories
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Early PhonicsClicker Phonics
Smart Phonics
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Early WritingClicker6
Communicate:SymWriter
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Early LiteracyChooseIT Readymades: Literacy
Tizzy’s Toybox
Identification Skills
Vowel Sounds
First Keys 3
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Matching : Sequencing : Sorting Identification Skills
Communicate: By Choice
Tizzy’s Toybox
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Apps
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Hardware
Inclusive One-Touch
Inclusive LearnPad™ Tablet
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Tilt and Touch
Inclusive Tilt and Touch LCD
Inclusive Tilt and Touch Plasma
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Peripherals
BIGtrack
Big Grips Frame for iPads
Franklin Literacy Word Bank
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Keyboards
Clevy Keyboard
It-Keys (wireless)
Jumbo XL Keyboard
Early Learning Keyboard
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Useful websites
www.inclusive.co.uk www.dyslexic.com www.thedyslexiashop.co.ukwww.bdatech.org www.bdadyslexia.org.uk www.dyslexiaaction.org.uk