Identifying SpLDs in English language learners
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1 ELT well Identifying SpLDs in English language learners Dr. Anne Margaret Smith
2 ELT well Identifying SpLDs in English language learners Dr. Anne Margaret Smith
3 Co-occurrence phonological processing; text processing; explaining ideas restlessness; fidgeting; lack of focus; emotional control; short concentration span Memory Speed of processing Organisation Self esteem Good and bad days numerical /temporal concepts; sequencing; tenses; time expressions co-ordination / articulation; sequencing; spatial awareness; temporal awareness; environmental sensitivity social interaction (including pragmatics); intolerance of changes in routine; understanding metaphorical language
4 We need to consider: the student s background literacy development memory speed of processing phonological processing the student s background
5 Observation
6 Observation
7 Screening conversation
8 Screening conversation general situation at home learning English learning other subjects early years and development
9 Interventions eyesight / hearing or other health check? counselling for trauma or family upheaval make use of existing strategies
10 Evaluating Literacy Practices
11 Literacy practices Writing in the student s first / strongest language Reading in the student s first / strongest language Scanning
12 Writing in L1
13 Writing in Polish
14 Writing in Chinese
15 Writing in Thai
16 Writing in Kurdish
17 Interventions different pen / pen grip letter formation practice and guidelines for spacing / margins planning strategies use of a word processor speech to text
18 Reading in L1
19 Scanning
20 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
21 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
22 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
23 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
24 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
25 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
26 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
27 PRACTICE This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
28 ANSWERS This is a practice versio of the o ger test to he p you get the idea of ho to go about it. Find these words and highlight them in the text: 1) a 2) go 3) idea
29 Scanning To do this task, we need: good visual discrimination speed of visual processing short term visual memory tracking sequencing study strategies
30 Interventions (1) different coloured paper / text window / reading ruler different fonts / spacing specific input on breaking words into morphemes
31 Interventions (2) common sight-word practice paired reading holistic reading techniques screen reader
32 Assessing memory
33 Aspects of memory Short term Working Long term
34 Aspects of memory Short term Working Auditory Visual Long term
35 Auditory memory
36 Auditory memory The student chooses the test items. Lots of practice. Then build up the sequence, as far as possible.
37 Visual memory
38
39 Look at the shapes
40 Wait for:???
41 then show the shapes:
42 practice
43 Look: practice A1
44 practice A1
45 practice A1?
46 practice A1 answer:
47 Well done! Now try 2:
48 Look: practice A2
49 practice A2
50 practice A2??
51 practice A2 answer:
52 Well done.
53 Interventions repeat connect understand notice
54 Interventions chunking (e.g. Kim s game) mnemonics: rhymes / stories / songs / rhythm / diagrams / memory pictures/ TPR games (pelmanism, scrambled words, word shapes)
55 Speed of processing
56 Processing might be slower might be less accurate
57 Speed of processing Months of the year
58 Months 1) Sequence forwards
59 Months Observe the student: how quickly is it done? are there a lot of hesitations? self-corrections?
60 Months 1) Sequence forwards 2) Sequence backwards
61 Months Observe the student: is it much slower backwards? can s/he do it backwards at all?
62 Interventions extra time differentiated tasks: fewer examples to complete / shorter text to read or write metacognitive strategies
63 Phonological processing
64 Phonological processing Perceiving rhythm Taking away sounds
65 Perceiving rhythm
66 Rhythm Listen to the practice section of the rhythm track: There are 4 examples of 2-beat rhythms.
67 Rhythm Most people can clap the rhythms easily. As the sequences get longer (i.e. from 3-beat to 4- beat rhythms), it may become more difficult.
68 Taking away sounds
69 Taking away sounds Only use words that s/he is really confident saying. Look around the room for common words:
70 Taking away sounds chair
71 Taking away sounds air
72 Interventions explicit practice - drawing attention to word stress / rhythm or individual sounds phonics practice games with phonemes (e.g. My name is Benny, phoneme snap)
73 We teachers need to get to know our learners, and believe that they can do more.
74 Cognitive Assessments for Multilingual Learners PLUS CAML ELT well 2015
75 Cognitive Assessments for Multilingual Learners PLUS young learners CAML ELT well 2015
76 ELT well Inclusive Practices and SEN special interest group
77
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