1 to 1 Specialist Dyslexia Interventions
In line with my specialised training, I adhere to the principles of a direct, explicit, systematic, and multi-sensory approach in my tutoring practice.
As a dyslexia specialist, I implement techniques that are uniquely tailored to support individuals with dyslexia.
As, this type of work is highly specific to the needs of the individual, it requires various different assessments and carefully considered planning.
Assessment
The sessions begin with initial informal baseline assessments focused on:
- reading
- spelling
- writing.
This will determine the specific areas that require attention and the appropriate level of intervention.
The assessments will encompass:
- phonological awareness
- phonics
- single word spellings
- free writing analysis.
Additional valuable information to consider also includes:
- auditory processing
- processing speed
- memory
- speech and language abilities
- motor skills.
It is also essential to gather data on the individual's:
- development
- educational stage
- current learning environment
- curriculum objectives.
Moreover, it is imperative to align the teaching strategies with any educational health care plans (EHCPs) to ensure consistency and effectiveness in addressing the student's needs.
After the informal assessments, I set targets in consultation with parents and the learner.
Please note that these assessments are designed to assist the implementation of dyslexia interventions. They are not intended for the formal diagnosis of dyslexia.
Structured Literacy
(A direct, explicit, systematic & sequential approach)
This approach includes:
Diagnostic and Prescriptive:
• Assessment-Driven Instruction: Using ongoing assessments to identify student strengths and weaknesses, tailoring instruction to meet individual needs.
• Targeted Interventions: Designing specific activities and interventions based on assessment data to address particular areas of difficulty.
Explicit Instruction:
• Direct Teaching: Clear, direct instruction on specific skills and concepts, ensuring learners understand each step before moving on.
• Demonstrations: Modelling tasks explicitly, showing learners how to apply what they are learning
Systematic and Sequential Approach:
• Incremental Learning: Introducing skills in a logical order, building from simple to complex, to ensuring a solid foundation before progressing.
• Cumulative Review: Regularly reviewing previously learned material to reinforce retention and understanding.
Multi-Sensory Approach
Orton and Gillingham's approach of multi-sensory learning, taps into our visual, kinaesthetic, and auditory senses.
Their studies show that by embracing a range of sensory experiences, we can boost our ability to remember information in the long run.
In my own work, I take the traditional "read it, say it, write it" method to the next level. I incorporate a range of tactile tools and multi-sensory techniques to create a dynamic and fun learning environment.
Furthermore, through the use of visualisation, I help students deepen their understanding and grasp complex concepts with ease.
Multi-Sensory Teaching Examples
Kinesthetic and Tactile Activities:
• Letter Tracing: Students trace letters in sand, shaving cream, or on textured surfaces to reinforce letter shapes and sounds.
• Movement-Based Learning: Activities that involve physical movement, such as forming letters with their bodies.
Visual Aids:
• Flashcards: Flashcards with words, letters, and pictures to reinforce vocabulary and phonics.
• Graphic Organisers: Visual aids like mind maps, Venn diagrams, and charts to help students organise and relate information.
Auditory Activities:
• Phonemic Awareness Games: Games that focus on identifying and manipulating sounds in words.
Integrated Activities:
• Rainbow Writing: Students write words multiple times using different coloured pencils to engage visual and tactile senses.
Resources
I have a diverse array of multi-sensory tools and adapted equipment, enabling me to choose the most appropriate ones based on age, ability, and individual interests.
These resources offer fun and interactive methods to reinforce learning.
Additionally, I also have fiddle toys available.
Engagement
I always like to think when making resources:
'How can I make this more visual?'
'How can I make this interactive?'
'How can I add an element of fun into this?'
Reinforcement Games & Motivation
I also use reinforcement games frequently, as they help to:
- Encourage a positive attitude towards learning
- Retain information.
Dyslexia Intervention Strategies
I specialise in various strategies to enhance literacy skills in individuals. Some of the strategies I use include:
Phonology
- This includes phonological awareness and articulation activities (studying the production of sounds). For example counting and clapping the number of syllables in a word.
- Manipulating phonemes - This includes manipulating sounds such: blending and segmenting sounds.
Reading Skills
I can offer strategies for:
- Phonics - multi-sensory phonics. By utilising all the senses, (e.g. writing letters in sand, spelling words with plastic letters or using plastic letters to muddle and remake words) it helps to remember the shapes of letters.
- Reading comprehension / guided reading strategies alongside personalised reading choices.
(Barrington Stoke offers books that specialise in unpatronising content, matched to the age of the reader, not the reading level).
Writing Skills
Planning - Learners are encouraged to plan using either:
- Mind-maps
- Bullet points.
Writing - Resources to support writing also include:
- modelled correct responses
- sentence starters
- word matts
- graphic organisers & writing frames (these are used to aid organisation of information when writing).
Editing - After writing, colour coded, personalised checklist are provided to encourage learners to:
- take time to edit their writing
- self-reflect.
I can also offer strategies for:
- Speech & language - Word lists connected to the current curriculum.
- Spelling - making laminated mnemonics cards & visual flash cards with colourful visual prompts.
- Discussing the meaning behind the sounds - When discussing prefixes, suffixes and root words, explain the meaning behind them. For example,‘-ed’ means past tense.
- Handwriting - I also have tools to aid fine motor skills.
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