This document provides ideas and resources for motivating dyslexic learners. It discusses the concepts of activation, persistence and intensity in learning motivation. Intrinsic and extrinsic motivation are compared, with intrinsic motivation seen as best. Reasons for de-motivation in dyslexic learners are explored. The importance of self-efficacy, goal-setting, praise and supportive relationships are covered. Specific strategies are suggested for motivating reading, writing, and using technology to support learning. Games and interactive resources are presented as fun ways to engage and challenge dyslexic students.

1. Motivating the dyslexic learner:
ideas and resources for busy
teachers (KS2 and 3)
Presented by
Lesley Burnett
Dyslexia specialist and consultant
lburnett_dyslexia@btinternet.com

2. “Do not train children to learning by force and harshness,
but direct them to it by what amuses their minds, so that
you may be better able to discover with accuracy the
peculiar bent of the genius of each.”
Plato

3. Marathon Motivation!
I want to get started!
ACTIVATION
Can I keep going to the end if things
go wrong?
Have I got enough energy to get there?
PERSISTENCE
INTENSITY

4. Learning motivation
ACTIVATION PERSISTENCE
Deciding to work towards a Keeping going despite
goal and getting started difficulties and failure
“I can do this.” or “If I fail, I will pick
“Can I do this?” myself up and try
(SELF EFFICACY) again.” or
“I know I will fail,
so I won‟t try.”
(LEARNED
HELPLESSNESS)
“I will work as hard
as I can.” or INTENSITY
“I can‟t be Concentration and energy
bothered.”
in pursuing goals

5. Intrinsic and extrinsic motivation
Intrinsic motivation: Extrinsic motivation:
I want to learn this because: I want to learn this because:
• It is interesting. • I need to pass this exam.
• I will get a sense of achievement. • I will get a reward if I do.
• It is enjoyable/fun. • My teacher has told me to.
• I want to know about this. • I will get into trouble if I don‟t.
• My friends are doing it.
Self realisation • I will look stupid if I don‟t.
Interest Reflection Surveillance
Motivation to learn Control Deadlines
for its own sake
Imposed goals
Intrinsic motivation is best for the learner, but extrinsic motivation is still
important. It is a question of balance.

6. Why do dyslexic learners become
de-motivated?
Failure in literacy or Negative
some other activity feedback
Less practice Learner recognises
Less achievement Comparison his/her limitations
with others
Less Confidence to
motivation to try succeed is reduced
Self-esteem adversely
affected

7. Motivation through self efficacy
and confidence
Goals must be LEARNER- Focus on the end goal
achievable and CENTRED and encourage
meaningful for comparison with own
the learner. GOALS targets rather than
comparison with
others.
Support the learner Talk about earlier (Criterion referenced
in setting their own successes and evaluation)
goals. This is progress.
motivating and
gives them more of
a vested interest in Give specific and
their attainment. Make link constructive praise for both
between achievement and effort.
previous learning
and a new task.

8. Presenting dyslexic learners with a
challenge
The challenge for teachers
is to motivate dyslexic
learners to move out of
their comfort zone.
This can be achieved through:
• Scaffolding
Many dyslexic learners are • Modelling
wary of challenge; they are • Moving forward in small steps
afraid to take risks. • Helping dyslexic learners to develop a
repertoire of strategies for learning
• Supporting them in experimenting with
One of the greatest different ways of processing and presenting
challenges for dyslexic information
learners is accepting that • Drawing on evidence of previous success
they will sometimes fail or • Celebrating achievements, however small.
experience difficulty.

9. Motivation is developed through
supportive relationships
„Significant others‟:
TEACHERS and
TEACHING ASSISTANTS
Learner is at the centre
It‟s good to talk! Teacher is a
Teachers need make facilitator who
time for talking with understands the
dyslexic learners, to process of learning
discover strengths and can provide the
and weaknesses, self right kind of
efficacy and instruction and
MOTIVATION support.

10. Motivation and teacher talk
„The mediocre teacher tells • Use positive language (avoid
„don‟t‟)
• Reward for effort and achievement
The good teacher explains
• Create an environment where
errors are seen as learning
The superior teacher opportunities
demonstrates
• Avoid negative over-marking –
perhaps only mark what is correct
The great teacher inspires.‟ in red!
William Arthur Ward
• Involve the learner in marking and
evaluating their work
Taken from „Removing Dyslexia as a Barrier
to Achievement‟ by Neil Mackay (2005)

11. Motivation is developed through positive
relationships
„Significant others‟:
PARENTS and PEERS
Research shows that
collaborative working
with carefully chosen
peers can be motivating
Parents may need
guidance
and support in
understanding how to
motivate their children.

12. Developing independence and
autonomy
• Be flexible and build choices into how learning goals are achieved: “Use a
method that works for you.”
• Allow alternative methods of recording information
• Pre-teach difficult spellings and vocabulary so the learner is ready for the
lesson
• Teach meta-cognitive strategies and study skills
• Help the learner to develop problem solving strategies
• Use resources that are self-checking
• Support the learner in developing a toolkit of useful supportive resources

13. Motivating learners to read-
“What‟s in it for me?”
Low level/high interest texts such as Make „tailored texts‟
Barrington Stoke and Rising Stars, relating to learner‟s
which are at instructional level. interests. These can be
compiled into a book and
Choose texts related to hobbies or used to stimulate writing.
interests. Use to practise reading Practise recording
strategies with small chunks of reading into a phone or
text. Magazines and the internet computer.
are good sources, but will need
editing. Shared reading of more
difficult
Comprehension monitoring: texts and/or audio books.
Use mind maps or post-it notes
to record key points Paired reading with a chosen
buddy for support.

14. “I don‟t know what to write about.”
“I don‟t know how to start”
Getting started: Writing about interests:
•Verbalise ideas •Make a manual or brochure
•Post-its •Write instructions
•Mind maps •Emails and texts!
•Paragraph starters
‘Writer’s block’:
•Sue Palmer writing skeletons
•Post-its…paragraph for each one
•Visualisation
IT support:
•Voice recognition software
•Clicker 6
•WriteOnline

15. Making writing fun!
Taken from
„What‟s the Story? (2001)
By Steve Bowkett

16. Visual support for goal setting, planning and self evaluation
Review:
What did I do well?
What do I need to work on next time?
Lesley Burnett 2012

17. Self-checking resources
Sequencing cards
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Print a picture on one
Tutor pack side of the card. Print words to
Make a „sleeve‟ for a self checking sheet with a be sequenced on the
notch to cover the centre space. other. Cut up. Learner sequences
Learner writes answer in RH column and checks words and turns over cards to reveal
if correct by sliding the sheet up the sleeve to completed picture.
reveal the answer.

18. Using games to motivate learners
• Games, rely on intrinsic, not
extrinsic motivation.
• This places the learner at the
centre.
• Games are fun and enjoyable.
• Games can also be
challenging and harness the
learner‟s competitive spirit,
while also encouraging them to
learn and practise new skills.
• Games are social and
encourage peer working.

19. Top 5 games and activities
Generic games-
Use any game, make Free online interactive
reading or spelling literacy games
cards. Read or spell the www.woodlands-junior.
word on the card kent.sch.uk
before each turn. Gamz Swap and Fix
Reasonably priced
card games to reinforce
teaching of word
families and affixes.
For age 5 to adult.
Smart Chute KS2 and KS3
Learner posts BBC Bitesize games
self-checking website
cards into a chute.

20. Computers Portable media players Tablets Mobile phones
INFORMATION TECHNOLOGY
Recording own Support
voice for writing and
vocabulary
Predictive text, grammar Web page
and spellchecking design
Teaching Audio books Games to support
programmes and reinforce learning
Text-to-speech
Writing emails Research and study skills
Speech-to-text

21. Your ideas and questions.