dyslexia dyscalculia developmental coordination disorder specific language impairment

特殊學習困難 讀寫困難 (dyslexia) 發展性 特殊數學困難 動作協調困難 (dyscalculia) (developmental coordination disorder) 特殊語言困 難(specific language impairment) 專注力缺乏

Adult Dyslexia Questionnaire Developed by Ian Smythe in collaboration with John Everatt Copyright 2001

Do you confuse visually similar words such as tan and ton? Rarely (3) Occasionally (6) Frequently (9) Most of the time (12)

Do you lose your place or miss out lines when reading? Rarely (2) Occasionally (4) Frequently (6) Most of the time (8)

Do you confuse the names of objects, for example table for chair? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

Do you have trouble telling left from right? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

Is map reading or finding your way to a strange place confusing? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

Do you re-read paragraphs to understand them? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

Do you get confused when given several instructions at once? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

Do you make mistakes when taking down telephone messages? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

Do you find it difficult to find the right word to say? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

How often do you think of creative solutions to problems? Rarely (1) Occasionally (2) Frequently (3) Most of the time (4)

How easy do you find it to sound out words such as el-e-phant? Easy (3) Challenging (6) Difficult (9) Very difficult (12)

When writing, do you find it difficult to organise thoughts on paper? Easy (2) Challenging (4) Difficult (6) Very difficult (8)

Did you learn your multiplication tables easily? Easy (2) Challenging (4) Difficult (6) Very difficult (8)

How easy do you find it to recite the alphabet? Easy (1) Challenging (2) Difficult (3) Very difficult (4)

How hard do you find it to read aloud? Easy (1) Challenging (2) Difficult (3) Very difficult (4)

Results

Results Less that 45 – consistent with results of somebody who is not dyslexic

Results Less that 45 – consistent with results of somebody who is not dyslexic 45 -60 – shows signs consistent with mild dyslexia.

Results Less that 45 – consistent with results of somebody who is not dyslexic 45 -60 – shows signs consistent with mild dyslexia. Greater than 60 – consistent with moderate or severe dyslexia

與遺傳有關 Source from Dr. Ian Smythe

貧者愈貧、富者愈富 The “Matthew Effect” in Reading: Poor decoding skills leads to little reading and little opportunity to increase one’s basic vocabulary and knowledge through reading, leaving a shaky foundation for later reading comprehension. Stanovich K. (1986) Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360 -407.

Brain abnormality 腦部異常 Biological 生理方面 Environment Cognitive deficits 環境因素(如 認知缺損 課程、教學、 學習經驗) Cognitive 認知方面 Behavioural Signs 行為表徵 Behavioural 行為方面 Frith, U. (1999). Paradoxes in the definition of dyslexia, Dyslexia, 5, 192 -214

香港讀寫障礙測驗(HKT-Sp. LD) (Ho, Chan, Tsang, Lee, 2000) • 語文能力 (中文讀字、默字、一分鐘讀字) • 快速命名 (Digit Rapid Naming - Automaticity) • 字型結構 (Orthographic Skills) • 語音意識 (Phonological Awareness) • 語音記憶 (Phonological Memory) • 視覺認知能力(Visual Perceptual Skills)

如果孩子不能跟我們的教學法來 學習，我們能否跟他的學習方法 來教導他嗎？ “If they can’t learn the way we teach, can we teach him the way they learn. ” Harry Chasty

多種感官教學 + 直接教導 • 多種感官學習(multisensory) • 清楚明確 (direct and explicit) • 小步驟 (small steps; scaffolding) • 按部就班 (sequential) • 重複練習 (overlearning) • 成功經驗 (success)

3 A Appreciation(欣賞) Acceptance (接納) Adaptation (調適)

A poem by a dyslexic child

訂立校本輔導策略 • 教學方法 (多感官、小步驟、直接教導、重複 學習、有系統編排教學內容、記錄及檢視進 度) • 課程調適、家課及評估調適 • 有效課堂管理 • 良好師生關係 • 電腦輔助學習 • 朋輩輔導、家校合作 Ref. : Vellutino, F. (1987). Dyslexia. Scientific American, 256, 34 -41. Connor, M. (1994) Specific Learning Difficulty (dyslexia) and interventions. Support for Learning, 9, 114 -119. Lloyd, J. W. , Forness, S. R. , & Kavale, K. A. (1998) Some methods are more effective than others. Intervention in School and Clinic, 33, 195 -200

What is good for dyslexic children is good for all children! Norwich B. (2003) Is there a distinctive Pedagogy for Learning Difficulties? Ass. for Child Psychology and Psychiatry Occasional Papers No. 20, SEN, 25 -37 Reason, R. , Brown, B. , Cole, M. , & Gregory, M. (1988). Does the specific in specific learning difficulties make a difference in the way we teach? Support for Learning, 3, 230 -236.

A Provisional framework of continua of teaching strategies (Norwich, 2003) Examples of teaching actions Continua of actions x perceived attainment level Low (high intensity) average high (low intensity) Provide opportunities for transfer Explicit and teacher-led ----- Autonomous (pupil-led) Shape task structure Small discrete steps, short term ----objectives emphasized Larger steps, longer term goals emphasized Provide examples to learn concepts Many and varied, but maximal difference on single criterion ----stressed Few examples provided Provision of practice to achieve mastery Extensive and varied Little ----- Provision of task-linked Immediate, frequent, explicit, ----feedback focused, extrinsic Deferred, moving to self -evaluation Checking for preparedness for the next stage of learning Fleeting by the teacher, self-monitoring stressed Explicit and frequent, teacher ----monitoring emphasized

• 認識及幫助有特殊教育需要的學生: 教學指引 (2002 )http: //serc. emb. gov. hk • 為有特殊教育需要學生制訂校內評估及家課 政策一般原則與策略 – CDI Homepage ( 2004年 2月) • AD 28/2002 供推行學校本位輔導及訓育計劃經 費 (13. 9. 02) • EMBCM 47/2003 School-based support scheme grant (26. 3. 03) • EMB CM 143/2003 Capacity Enhancement Grant (19. 6. 03)

參考資料 • “Achieving dyslexia friendly schools: a Resource Pack”- British Dyslexia Association, U. K. (http: //www. bda-dyslexia. org. uk) • Pupils with Specific Learning Difficulties in Mainstream Schools: a survey of the provision in mainstream primary and secondary schools” – Office for Standard in Education(OFSTED) (1999) (http: //www. ofsted. gov. uk) Publication Reference no. HMI 208

• F. O. C. U. S. (Focus on Children Understanding in School) www. focus-hk. org (電話： 25523236) • 循道衛理楊震社會服務處成長軒 - 「獨特的頭腦」 計劃(電話： 26057155) • 協康會 – 青蔥計劃 www. heephong. org/slp (電話： 23937555) • 國際閱讀障礙協會網站(International Dyslexia Association) www. interdys. org • LD On. Line www. Idonline. org • 英國閱讀障礙協會網站(British Dyslexia Association) www. bda-dyslexia. org. uk • Dyslexia Teacher www. dyslexia-teacher. com • All Kinds of Minds www. allkindsofminds. org