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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