LITERACY AND DYSLEXIA
The Dyslexia Project
Over a number of years, Mr. Salt has developed fast methods for helping pupils (of all ages) to overcome reading, spelling and writing problems.
The approach relies on children learning spelling groups (of words) and activating special spelling memories. The spelling groups are ‘triggered’ to enable memory to take place - the kind of memory that is long lasting.
A successful 'trigger' might be that employed to enable people to spell the word ‘l i g h t’:
l tap the head lightly
i point to the ‘eyes’
g point to your guts
h point to your hips
t point to your toes
Mr. Salt does not believe that spelling is simply 'caught': it has to be taught. He does not believe that 'exercise' can (by itself), cause a pupil to spell - though it might encourage co-ordination and concentration.
The teaching of spelling is partly determined by the way the two 'sexes' actually approach spelling (generally). We need to recognise that the majority of girls learn 'spelling' in different ways to the majority of boys.
The crucial point about spelling is that the common strategies (used in primary schools) often focus on the use of the 'name' alphabet. 'Names' are very difficult to process for many boys and a significant number of girls. It is 'sounds' that really matter for these children. The same forces are at work with 'reading': where pupils try to 'read' using letter names, there is likely to be a problem for a significant number of pupils. Processing with 'names' is at one remove from most of our language. It leads to terrible confusions.
Numerous, recent teaching initiatives have failed to take account of these strategies. The result is that some children are still leaving primary schools as (almost) non readers and spellers - more especially boys, but also some girls.
Mr. Salt teaches reading to pupils who have not previously succeeded in school - using special techniques that enable such children to successfully recognise sounds (and parts of words). In all cases, 'triggers' are used to promote the actual learning. Special reading materials have been developed, and whole courses designed.
Reading and spelling age improvements of 2 years over a nine month period are not unusual, and would even be expected.
Mr.Salt does not use any, more imaginative techniques - such as coloured overlays -- for the good reason that he has yet to find a use for them (despite teaching thousands of children).
Handwriting is also covered - using fast techniques to make handwriting accurate and legible.
Numeracy is another interest on this programme - more specifically teaching the basics and developing 'fast maths' for primary school children. All efforts are directed at producing 'memory' - the actual learning and retention of (say) 'tables'.
Mr.Salt also has an interest in 'Dyspraxia' - teaching children to 'catch' and developing necessary personal skills (such as doing up laces). In the past, he has taught severely dyspraxic children to swim.
Courses for teachers can be arranged - and so can school visits.
Mr.Salt has written a number of books on spelling and reading techniques and these can be purchased. He can be contacted at Ashby School
