« back Listening and Talking

If learners have experience of being encouraged to talk and engage in conversations, this will benefit their acquisition of writing skills.
Areas of concern Strategies, resources and links within the Addressing Dyslexia Toolkit and to external sites
Is the learner able to take part in an age and stage appropriate conversation? Encourage lots of discussion and conversation – plan for conversation times.
Does the pupil have good listening skills? Planning opportunities for conversations and discussions/ Debating to observe and encourage listening skills
Can the pupil focus on what is being said? Appropriate use of questioning – do they understand the language being used.
Is the child able to articulate words and sentences clearly? Mirror the correct sentence/word/question back to pupil
Does the learner instigate conversations Discussion groups Debating
Is there a discrepancy between the learners written and their verbal communication skills – age and stage appropriate? Flexibility in approaches and methods to allow learners to demonstrate their learning . Visit CALL Scotland’s website for a wide range of support strategies. http://www.callscotland.org.uk/home/
Using ICT to support learners with literacy difficulties and dyslexia http://www.addressingdyslexia.org/pages/index.php?category=37
Co operative learning http://www.educationscotland.gov.uk/learningandteaching/approaches/collaboration/supportmaterials/index.asp
Collaborative learning http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rscollaborativelearning.asp
Assessment techniques http://www.educationscotland.gov.uk/Images/Assessment%20for%20Learning%20version%202vp_tcm4-385008.pdf
Talk for writing - http://www.talk4writing.co.uk/
Do they speak in sentences with their peers and staff? Encourage lots of discussion and conversation – plan for conversation times.
Does the learner have a social awareness of talking? Encourage lots of discussion and conversation – plan for conversation times.
Do they understand tone and pitch? Encourage lots of discussion and conversation – plan for conversation times, observe reactions to different tones and pitch.
Is there enough wait time? Aifl - consider the use of a wait time monitor in class
Does the learner always hear what is being said
e.g. question or statement?
Plan for opportunities to observe reactions to different questions and statements
Do they have appropriate role models? It is effective practice to model the different stages of the writing process; exploring and revisiting the choices made when thinking, planning, writing, reviewing, editing and publishing. Modelling involves making the thought processes of a writer visible and explicit. Activities like shared writing, where a group or a class creates a text together, can help learners understand that writers are constantly assessing and re-evaluating the choices they make and their likely impact on the reader. As part of modelling, learners will engage with exemplar texts, discussing features such as language and structure, before using the exemplars as models for their own work. Practitioners, and perhaps parents, can write alongside learners and offer their own work for discussion. http://www.educationscotland.gov.uk/learningandteaching/assessment/ssln/resources/literacywritingnew/literacywritingsupport/learningandteaching.asp
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