LC21-97A Dyslexia in the Primary Classroom (A Series of 3 Sessions)

Over the three weeks participants will;

Session 1: ‘Introduction to Dyslexia’

Date: 27^th September 2021 7p.m.

1.    Recognise dyslexia and the terminology used around it.

2.    Identify some of the key characteristics and indicators of dyslexia and the difficulties pupils face in their day to day lives in school.

3.    Facilitate teachers to plan for and support pupils with literacy difficulties on  the continuum of support model and communicating concerns to SEN and parents.

4.    Gain a brief over-view of the assessment process and the criteria for the Irish exemption.

5.    Identify  appropriate programs and interventions to support pupils with Dyslexia.

Session 2:   ‘Creating  a Dyslexia Friendly Classroom at Primary Level’.

Date: 4^th October 2021

1.    Explore the importance of developing a more inclusive dyslexia-friendly practice and ways to create a more dyslexia-friendly classroom.

2.    Support teachers to create and select appropriate strategies to support children with dyslexia e.g. developing phonological and phonemic awareness, phonics, spelling and vocabulary  instruction.  Teachers will be provided with lots of tips, practical strategies and resources that they can bring back to their classrooms.

3.    Advice on effective strategies  to incorporate team-teaching practices in school to support children with dyslexia.

4.    Identify ways  promote ICT to support children with dyslexia in school.

5.    Facilitate teachers to reflect on  their approach to teaching and learning in order to create a more dyslexia friendly classroom.

Session 3: ‘Using  evidence -based strategies to promote oral reading fluency instruction  in the classroom’

Date: 11^th October 2021.

1. Identify  the components of reading fluency and its importance  as part of a balanced literacy framework.

2. Select effective strategies to improve  reading fluency for children with dyslexia e.g. choral reading, paired reading, repeated reading and readers theatre.  These strategies will essentially benefit all pupils in the classroom.

3. Explore how to incorporate readers theatre as an effective classroom instructional practice to promote oral reading fluency among children with dyslexia.

4.Support  teachers in assessing oral reading fluency and provide  appropriate examples of resources they can use.

5.Identify key resources to promote reading fluency e.g. books, websites and apps, games.