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Effective Interventions for Struggling Readers by NEPS

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Effective Interventions for Struggling Readers by NEPS

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This website gives an excellent overview of dyslexia and dyscalculia.

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What is Dyslexia? The Dyslexia Association of Ireland is promoting this understanding of dyslexia to better reflect the range of presentations that occur in dyslexic people and the preferences of people with dyslexia. This definition was reviewed and updated in April 2022. Defining Dyslexia Dyslexia is a learning difference that can cause difficulties with learning...

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Movement clumsiness has gained increasing recognition as an important condition of childhood; however, its diagnosis is uncertain. Approaches to assessment and treatment vary depending on theoretical assumptions about etiology and its developmental course.

Over the past century, many terms have been used to describe children with clumsy motor behavior. The wide variation in labeling has depended to a large extent on cultural or professional backgrounds. For example, medical professionals use medical terms (eg, clumsy child syndrome or minimal brain dysfunction), whereas educational professionals use educational terms (eg, poorly coordinated children, movement-skill problems, or physical awkwardness).

In addition, the various labels used have embodied assumptions about the etiology. Examples include developmental dyspraxia (which suggests underlying difficulties in motor planning), perceptual motor difficulties (which suggests problems in perceptual motor integration), minor neurologic dysfunction (MND), and sensory integrative dysfunction.

In response to the confusing and counterproductive heterogeneity of the labels, participants at an international multidisciplinary consensus meeting in 1994 agreed to use the term developmental coordination disorder (DCD), as described in theDiagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV).[1]In 2013, the diagnostic criteria were further refined with the publication of theDiagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5).[2]

The currently available data are insufficient to permit clear definition of the parameters of motor coordination difficulties in children. Various grades of severity and comorbidity seem to exist. Some children have only a relatively minor form of motor dyscoordination, whereas others have associated learning disabilities, attention deficit, and other difficulties.

In 1996, Fox and Lent reported that in contrast to the common belief that children grow out of motor coordination difficulties, such difficulties in fact tend to linger if no intervention takes place.[3] Intervention can be beneficial if initiated during the first years of life, while the brain is changing dramatically and new connections and abilities are being acquired.

Children with multiple conditions are at greatest risk for developing behavioral difficulties over time. Some evidence supports dividing DCD into subtypes on the basis of main features, such as ability to manipulate objects, speed of movement, ability to catch objects (eg, balls thrown, struck, or kicked during sports activities), or writing ability.

A discussion about including DCD, as currently defined, into the cerebral palsy category was held.[4] This inclusion would put DCD on the low end of the continuum of neuromotor disabilities, also described as minimal cerebral palsy, and result in a 20-fold increased incidence.[5]

Diagnostic criteria (DSM-5)

DSM-5 classifies DCD as a discrete motor disorder under the broader heading of neurodevelopmental disorders.[2] The specific DSM-5 criteria for DCD are as follows:

Acquisition and execution of coordinated motor skills are below what would be expected at a given chronologic age and opportunity for skill learning and use; difficulties are manifested as clumsiness (eg, dropping or bumping into objects) and as slowness and inaccuracy of performance of motor skills (eg, catching an object, using scissors, handwriting, riding a bike, or participating in sports)

The motor skills deficit significantly or persistently interferes with activities of daily living appropriate to the chronologic age (eg, self-care and self-maintenance) and impacts academic/school productivity, prevocational and vocational activities, leisure, and play

The onset of symptoms is in the early developmental period

The motor skills deficits cannot be better explained by intellectual disability or visual impairment and are not attributable to a neurologic condition affecting movement (eg, cerebral palsy, muscular dystrophy, or a degenerative disorder)

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Movement clumsiness has gained increasing recognition as an important condition of childhood; however, its diagnosis is uncertain. Approaches to assessment and treatment vary depending on theoretical assumptions about etiology and its developmental course. Over the past century, many terms have been used to describe children with clumsy motor behavior.

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Tips for dealing with ADHD in the classroom

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Tips for dealing with ADHD in the classroom

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ADHD can have a negative effect on how well a child does at school.

May often be out of their seat

Can't wait their turn

Doesn't follow instructions

Seems disinterested

Makes careless mistakes

Gets involved in and interrupts other children's work

Gets into trouble constantly in the playground

Is fidgety and restless

Doesn't finish tasks

Can't seem to be in the right class at the right time with the right books

Doesn't have the homework written down from each class

Doesn't structure their work properly

Can not organise study for exams

Can't start homework

Can't sustain the attention required to finish homework, projects etc.

May simply avoid tasks that seem too onerous, despite that fact that this may mean detention etc.

Does not do as well in exams as would be expected according to their ability

Here are some simple strategies for teachers and carers of children with ADHD in a group/classroom situation. Children with ADHD need the following three things, above all else, to cope with classroom life!

STRUCTURE, STRUCTURE AND MORE STRUCTURE!

From the Beginning

Always try to sit the student with ADHD in a part of the room with the least amount of distractions - up the front, away from doors and windows, in front of you but don't stigmatise the student by isolating them

Clear the desk or work area of all items not needed for the designated task at hand

Break the task down into steps from start to finish and reward after each stage, no matter how small each stage is

Allow for physical movement during the steps of completion of task e.g. to go and get the books from the shelf, etc.

Talk to the student and try to stoop to their level and use eye contact and gestures

Ascertain that you have the child's attention when starting to give oral instruction

Encourage the child to use oral footnoting as he/she repeats the instruction back to you

Set limits clearly- children with ADHD find it difficult to quantify time, the use of a small visual clock, stopwatch or egg timers are a useful too

Insist on completion of task

Find their special or strongest interest and use it to engage the child in other activities e.g.; he/she is good at art- perhaps allow the child to draw what he/she hears in history class

Keep a routine in the room

Keep a visual record of Good Behaviour and Good Work. Catch the child being good and reward on a chart

Praise the student

Find his/her "Good Time" of the day - perhaps the child is on medication and monitoring is necessary, watch for changes in behaviour throughout the day

Provide an atmosphere of acceptance

Use of different colours, graphics and animation for instruction can prove useful

Uses of computer programmes are also useful ADHD children respond well to them and it encourages them to self-monitor

For older students

Encourage the student - to write it down, break it down

Keep a diary or "to do list"

Encourage colour coding e.g. in the homework journal

Set up a work station away from the desk

Use his/her wrist watch as a reminder

Praise the student

Say it, write it and repeat it when giving oral instruction

Monitor skills development and build on it

Give advance notice of upcoming tasks, e.g. projects and lessons

Outline what you expect and how you expect it to be completed

Change your tone of voice and pace - keep them interested

Encourage them for feed-back to reinforce the given instruction

Time out breaks

Seat breaks- allow movement in the room

Establish a private signal in advance so they know that their behaviour is inappropriate e.g. tapping the desk

Use positive language e.g. "Doin' great", "you're nearly there"

Coach the student to completion

Re-assure

Click here to view our booklet on 'Including Pupils with ADHD: A Practical Guide for Student Teachers on School Placement'.

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ADHD can have a negative effect on how well a child does at school.

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Natural Reader will read text aloud to help students who are auditory learners and those with reading difficulties

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Natural Reader will read text aloud to help students who are auditory learners and those with reading difficulties

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Autism can affect the way a person thinks, communicates, interacts, and experiences the world around them. Autism is referred to as a spectrum, and it affects different people in different ways.

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A guide to teaching Comprehension from the PDST

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A guide to teaching Comprehension from the PDST

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Testimonials

IXL is brilliant. I am using it for autistic secondary students who need literacy and numeracy support. I love the instant feedback, the huge library of questions available, and the teacher insights!

Tara, teacher

Dublin, Ireland

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IXL is the world's most popular subscription-based learning site. Used by over 14 million students, IXL provides unlimited practice in more than 5,000 maths and English topics. Interactive questions, awards and certificates keep kids motivated as they master skills.

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Free classroom resource with printable lessons. Can be completed once a week, or up to 5 times per week.

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NUMERACY GAPS, SORTED

Are gaps in basic mental numeracy skills holding your students back from making exceptional progress in mathematics?

Numeracy Ninjas is a numeracy programme for schools which supports learners in developing high levels of fluency with important numeracy skills that are prerequisites for success in the study of 11 - 16 mathematics.

Aimed at learners aged 9 - 13, Numeracy Ninjas is a quick, low-stakes in-lesson activity which is completed multiple times each week. The programme is based on cognitive science research findings and motivates learners through gamification principles.

Let Numeracy Ninjas close the numeracy gaps holding your students back from excelling in mathematics.

Happy Customers

Don't Just Take Our Word For It

DOUBLE the rate of progress

In a 2016 controlled trial experiment at a large mainstream comprehensive school in the UK involving 430 students, those who participated in the Numeracy Ninjas programme for one academic year achieved on average, double the rate of progress over the students in the control group, as measured on a diagnostic numeracy assessment taken at the start and end of the year.

FREE TRIAL

Can I try before I buy?

Yes, absolutely! Try the Numeracy Ninjas programme with your learners for free for 5 weeks. Sign up for our free trial and we'll email you the Ninja Skill Book PDFs for weeks 1 to 5.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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Teach Further Maths

A suite of Maths PowerPoint presentations for Teachers and Students of 'AS' Level and 'A' Level (or equivalent) Further Mathematics. 50 high quality, fully animated colour further maths presentations, consisting of over 2000 slides - a comprehensive teaching resource.

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A suite of Maths PowerPoint presentations for Teachers and Students of 'AS' Level and 'A' Level (or equivalent) Further Mathematics. 50 high quality, fully animated colour further maths presentations, consisting of over 2000 slides - a comprehensive teaching resource.

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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Subscription Needed!

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Audible UK | Free Audiobook with 30-Day Trial

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See audible.co.uk/FT for eligibility. Audible is home to the best podcasts, audiobooks, drama and documentaries with over 700k audiobooks and Original Podcasts to choose from.

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Being a teen is stressful! Whether it's school, friends, or dating, the teen years are full of difficult changes-both mentally and physically. If you're like many teens, you may have difficulty dealing with stress in effective ways. You aren't alone, and there are things you can do to stay calm, no matter how stressful life becomes. All you need to do is stop, breathe, and be mindful and aware in the present moment.

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Being a teen is stressful! Whether it's school, friends, or dating, the teen years are full of difficult changes-both mentally and physically. If you're like many teens, you may have difficulty dealing with stress in effective ways. You aren't alone, and there are things you can do to stay calm, no matter how stressful life becomes.

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Relaxation Techniques and Wellbeing Tips

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Listen to Department of Education and Skills | SoundCloud is an audio platform that lets you listen to what you love and share the sounds you create.

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Strategies for teachers and students for understanding and coping with Anxiety

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Strategies for teachers and students for understanding and coping with Anxiety

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Everything You Need To Know About Autism & Related Conditions

Autism is a complex, invisible condition which a person is born with. Autism is a developmental condition which means that the way a person communicates, interacts and understands other people, and the world, is different to those who do not have the condition. It can be described as a "spectrum" which means it impacts different people, in different ways, to differing degrees at different times and in different situations.

In the below section we introduce the condition, its characteristics and the different elements of the condition

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About Autism: Awareness- AsIAm - Ireland's National Autism Charity

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Autism is a complex, invisible condition which a person is born with. Autism is a developmental condition which means that the way a person communicates, interacts and understands other people, and the world, is different to those who do not have the condition.