Wednesday 4 June 2014

An invitation: Free online course for teaching literacy to all students

Dyslexia International invites you to enroll on our Massive Open Online Course (‘MOOC’) on best practice in teaching literacy and supporting children with difficulties in reading and writing, and to spread the word! This new MOOC is based on the highly acclaimed original online course directed by Dr Vincent Goetry.

Designed in collaboration with the University of London Institute of Education, our new MOOC is currently in production with the London University Coursera team. Stanford University were the originators of the Coursera platform where over 7 million users currently access over 500 courses without charge.

The Coursera Consortium is making huge efforts to bring its courses to the Asian subcontinent and Africa in particular where there is a crying need better to train more teachers.

The MOOC is:
• free of charge 
 requires only focus and commitment across a six week period from the start date - early October 2014 (day to be announced).
• awards a Certificate by the University of London for a modest fee to those who complete the course with distinction and conform to Coursera requirements.

To fully understand the positive effect of Coursera MOOCs as online training tools, please see Professor Daphne Koller of Stanford in her introductory TED video:

Thursday 2 January 2014

Progress in South Africa

In 2013 Dyslexia International shared expertise in Africa, notably Ghana and South Africa, and completed planning for a training visit to Burkina Faso in 2014.

In Ghana Professor Linda Siegel of the University of British Columbia, Canada, completed a successful visit by speaking at teacher training colleges and the University of Winneba.

The event was funded by the UNESCO Participation Programme, the Australian High Commission Accra, and uniBank. Administrative support was provided by Associate Professor and DI Regional ambassador Dan Ofori of the University of Accra.

Professor Siegel presented latest scientific and sociological findings about learning difficulties and their impact. The Dyslexia International free,online training course was introduced together with other resources, including the Marion Walker Resources Pack (pictured).

In 2014 Dyslexia International, with the support of UNESCO, will arrange a training visit by our consultant, Dr Vincent Goetry, to Burkina Faso.

In South Africa, following a presentation by Scientific Advisory Panel member Professor Angela Fawcett of the University of Swansea, UK, the online course was adopted by the University of Joannesburg.

More than 200 teachers, speech therapists and remedial teachers took the course under the supervision of Dr Jean Fourie. More than 100 evaluation forms were returned. The response was overwhelmingly positive.


Eight objectives were defined. The average level of 
satisfaction (blue + red) was 94 % (range: 87 – 100 %). 
The complete report is available on our web site here. 

Testimonials:

"Being dyslexic myself, I felt that there was a course that "got it" - that understood how it feels emotionally, and the uncertainty it creates on cognitive confidence." – Caro M., Remedial Therapist

"I would like to offer my sincerest thanks Dyslexia International for making this course available through SAALED and the University of Johannesburg. South Africa is in desperate need to have this kind of knowledge available to ALL teachers especially the Grade R and lower grade teachers so that they can identify children at risk and also change their teaching practices in order to rapidly progress Dyslexic children. Non-Dyslexic children will benefit from this as well. As a consequence, hopefully, our standard of education in South Africa will improve." – Tracy H., Teacher

"This course if of short enough duration that most teachers are able to find the time to complete it. Thank you for that." – Tracy H, Teacher

"A very practical and useful section (3) which I know has changed the way I will teach. As I am a Grade 1 teacher, it is crucial to lay the foundations for the children to develop. It highlighted the importance of continuing phonological awareness activities through all the grades. I feel more motivated and excited about trying new methods in my classroom. The section made a lot of sense to me as we have been teaching the phonic method the last two years by following the UK curriculum of Letters and Sounds. I would love all of my colleagues to complete this course so that they understand more about how to help children with dyslexia and have a better understanding of how to help." – Joanna M., Remedial Teacher

"… Such great ways of assisting the dyslexic child." – Sylvia C., Speech therapist

"As a classroom teacher I found section 3 to be excellent. The variety of practical tools and ideas were very useful. I found this section to be very relevant for teaching in general not only managing learners with dyslexia." – Simone T., Teacher

"As a teacher, it is important to find out a child’s strengths and weaknesses and then be able to adapt their teaching methods to suit the learning style of the child. Many books and articles have been written about dyslexia, but few give examples of informal tests which could be administered and conducted in the classroom… I have really enjoyed this course as it has reinforced my original studies and given me more confidence in dealing with pupils who I suspect have dyslexia. I found the supplementary elements useful and relevant." – Melanie C, Speech Therapist

"The course has given me the confidence and more ideas to help children in my class with dyslexia and not only leave it to the therapists. It has also made it easier to communicate with parents concerning their children." – Linda M., Teacher

"As I work in an environment where dyslexia has already been detected in more that 50% of my learners I found that this practical advice and knowledge could be carried through into my classroom tomorrow. I found the exercise and activity ideas realistic and possible." – Fallon T., Teacher

"I found section 3 very stimulating and have incorporated many of the suggestions in my lessons. I have been teaching with a multisensory approach in my class with Grade 0’s for the year and have seen positive results. I decided to start teaching all the children as if they were dyslexic. Using the alphabet arc, sound/symbol exercises etc. I have definitely seen an improvement in the speed with which phonemic awareness and alphabetic principles are achieved." – Chantal S., Teacher

"I really enjoyed section 2, and could identify learners who have the pointers for dyslexia, whom I have been unsure of. This has given me the confidence to inform their parents of my suspicions, and not to waste any more time observing them, but to hve them assessed by a professional. This is a huge relief to me!" Joanne B;, Teacher

Tuesday 15 October 2013

Dyslexia International at World Teachers Day, UNESCO, October 2013



This event has been celebrated every year since 2009 in Paris where ministries of education from all of UNESCO’s member states are represented. 

André Poncelet, founder member of DI, accompanied by Badia Lel Bachiri, attended the presentations in the main hall whilst members of our team organized our stand. The theme on 4 October 2013 was ‘World Citizenship’.

Highlights included: presentation about the second World Dyslexia Forum in Brazil in 2014; ‘GraphoGame’; and information for ministries.


One of our handouts was 'What makes a good teacher?' written by a teacher at Highsted School, Kent. 

A child playing ‘GraphoGame’ on a tablet
‘GraphoGame’ is evidence-based software developed by a team led by Professor Heikki Lyttinen in Finland who is also a member of our Scientific Advisory Panel. Freely available on the web in an increasing number of languages, it teaches students how to make letter-sound conversions. It is being used for research purposes in several other languages including Kiswahili, Nyanjaa and Afrikaans.

Our messages to ministries stated that we train teachers to help all students – primary, secondary and adult – to learn to read and write. Our materials are evidence-based and draw on latest research in structured, multisensory teaching.

Dyslexia International’s site is in English and French. We are building Departments in Arabic, Chinese, Russian and Spanish. The online course is available in Portuguese thanks to Professor Angela Pinheiro.

Angela is Chair of the Steering Committee for the Second World Dyslexia 2014 taking place in Brazil. She met Judith Sanson, DI Chair of the Board of Directors, to discuss practical and promotional matters about the Forum, which is at an advanced state of preparation.