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 In this paper are selected suggestions as to how NLP can help to
dispel dyslexia ,taken from Minding Your Spelling with NLP and Coaching by Mavis Kerrigan (pub. 2007)
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A Way Of Working With Dyslexia
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Minding Your Spelling with NLP and Coaching is a course due to run in for parents, grandparents, carers, teachers, learning support staff that provides ideas for using NLP in Coaching, and training students to spell read and write efficiently. Contact Mavis Kerrigan for more info. Tel +44 (0)2380 466679
Neuro Linguistic Programming (NLP) is about Neuro: Neurology; Linguistic: verbal and non-verbal communication; Programming: the unconscious strategies that we run.
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how information is stored in our ‘other than conscious’ minds how our mind body system processes information
- how the process is affected by our memories, patterns of behaviour and vice versa.
Coaching8 assists people in discovering the inner and outer resources available to them that will enable them to plot and maintain their course to achieve the progress in any desired area of their life
Coaching spelling, reading and writing with Spelling Sense can help people to
- appreciate the reality of their situation , the varied relationships within it and gain responsibility for the changes they either want to or must make in order to succeed
- value themselves and their skills, knowledge and understanding
- recover missing information,
- improve skills and understanding to make sense of the situation
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Spelling Sense with NLP and Coaching
Using the original NLP Spelling Strategy, many of the very young students I worked with found it difficult to
- remember how to pronounce the word that they had learnt to spell, perhaps because the sounds of letter names and phonemes conflicted
- use already acquired knowledge to help with the construction of previously unseen words
John Grinder7 - co-developer of NLP, at a seminar in 2004, remarked that the NLP Spelling Strategy only helped people to spell words that they had already seen.
I approached John to discuss the ideas I had formulated and explained how with the Spelling Sense with NLP and Coaching strategy could help people to spell words that they had never seen before.
Research into inductive, and deductive8 learning, analytic and synthetic phonics9, error analysis and into how 'good spellers' spell, helped me to produce Spelling Sense with NLP and Coaching strategy for spelling, a spelling programme that also helps students to read and write more fluently. This involves adjusting the basic strategy to help such students by using a graphonic approach:
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The Spelling Training and Coaching process is discussed in detail in Minding Your Spelling with NLP and Coaching, Mavis Kerrigan. (pub 2007) In this book Kerrigan includes the 7+2 'R' topics which underpin the coaching process:
● '7R's' which underpin coaching in general stand for REALISATION, REALITY, RESPONSIBILITY, RAPPORT, REPRESENTATIONAL SYSTEMS, RESPECT & RELATIONSHIPS
● '2R's' which also underpin the spelling process: RETENTION & RECALL
1. Realisation, Reality & Responsibility: Responsibility for one’s own learning, is awakened when students realise how they process information. Aristotle said, “He who knows and knows not he knows, he is asleep, wake him.”
- Coaches can assist students
- by awakening them to discover just how much they do already know
- by helping them recover the missing knowledge and skills
- to organise what they have discovered in order to understand and use it.
2. Rapport , Representational Systems, Respect & Relationships: rapport is established when two communicators become like each other; they do not necessarily need to like each other! It helps in learning more about processing styles. It is achieved when Coaches and Teachers
- respect the students’ model of the world
- form good working relationships with students
- assist the student in forming concepts through appropriate relationships within the skills and knowledge
- are unconsciously as well as consciously aware of Representational Systems (Sensory Storage Systems)
3. Representational Systems: verbal language uses words that reveal the way we store or process information
- Visual: I see what you are saying
- Auditory: I hear what you are saying
- Kinaesthetic: I get what you mean
- Non Sensory Specific: I know what you mean
4. Retention and Recall: knowledge and recall improves with
- knowledge and use of appropriate representational systems
- increased use of the new skills that form the appropriate understanding of the spelling, reading and writing process
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Minding Your Spelling with NLP and Coaching and Spelling Sense with NLP and Coaching, Mavis Kerrigan
Many years of development, through practical modelling and experimentation has resulted in a spelling programme for those with ‘dyslexia’ and general spelling difficulties that have been applied in a variety of contexts, one to one, in groups and classes in local schools, from age 5 upwards to 60+. The graphonic approach, whereby graphemes are related to phonemes, i.e. the symbols you write represent the individual sound-units which you hear in words, in most cases, can raise reading and spelling ages by one to two years with only a few years tuition. This new and improved attitude and methodology can meet dyslexia-type and general spelling, reading and writing challenges and is significantly more efficient than older methods (such as the basic NLP Strategy and phonics) and can be transferred to others through a five-day training course, so that they can use the techniques offered and even develop their own techniques to suit the variety of students with whom they come into contact.
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Bibliography
1 P Ott: How To Detect and Manage Dyslexia Heinemann 1997
2 Dictionaries: Collin’s English 1986 & Shorter Oxford 1992;
3 P Ott op.cit.
4 Naidoo 1979 in P Ott, op.cit.
5 Schaywitz BA &SE, Blachman et al; Development of left occipital systems for skilled reading after a phonology based intervention in www.medscape.com/view article/495637
6 Miles 1974 in Ott op cit
7 J Grinder NLP Modelling Course 2004 NLP Academy UK
8 John Dewey; How we Think Prometheus Books 1991
9 Dianne McGuinness: Why Children Can’t Read Penguin 1998
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Website owned by S Kerrigan ~ Company Name: Let Me Learn ~ 1 Moss Drive, Marchwood, Southampton UK SO40 4YB ~ Tel: 0845 2572938 ~ E-mail: info@schoolteachingresources.com~ Copyright © 2005-2007, All Rights Reserved
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