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Saturday stream 3 Session 11.35 - 12.50 Length 25 minutes
Yota Dimitriadi
University of Reading esr97pd@reading.ac.uk
Abstract
Autonomy in learning can be defined as the negotiation of meaning through the acquisition of skills that enable the learner to analyse information and synthesise concrete written or oral products of his abstract thoughts. The mediated performance of 'organising information to make a coherent written response and learning for tests and exams' (MacKay, 1997) is embraced under the umbrella term 'study skills' (Kaufman & Singleton, 1998) and it extends beyond pure phonological processing of the given information to the higher levels of literacy. In written language this incorporates identification of key words and key points that define the meaning of the text, remembering and revising big chunks of information as well as constructing responses according to the characteristics of the various genres. Mastery of all these elements is considered as an area of weakness in dyslexic learners. When addressing older learners the incorporation of study skills can be considered a demanding priority especially as their encounter with language demands, apart from the speed of processing, skills in analysing and synthesising the extended fragments of information presented to them. Assisting dyslexic learners in developing their study skills involves defining the key elements through a multisensory approach and retaining a conceptual continuity when extending these ideas into other genres (Dimitriadi, 2000). The paper will discuss specific examples of helping the learners in each of the stages of analysing and composing textual information.
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