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Comments and Reports

Amy finds it hard to sound and break down words. The course is a fun way to learn. Brilliant course

Joshua is now able to touch-type with near 100% accuracy at a speed averaging 27 words per minute. Self esteem is rising with every level. He is now able to do something that none of his friends - or family can do.

The TTRS course is first class and is helping Oliver to see he can do well in things and that he does have potential to achieve.

Great course. Kerry is having fun not realising she is reading and spelling. The course has been the highlight of the last two weeks.

An excellent course.

Yet again another good week! Charlie achieved 100% this week for the first time. It has boosted his confidence no end.

Holly has really improved her typing and motivation.

I am pleased with Amy's progress. She enjoys coming to the lesson and she has come a long way with her reading and spelling since starting here.

A very worthwhile course which should be available to all school children to promote good reading and keyboard skills.

As always a very worthwhile course. Joshua's self esteem always rises after attending. Reading and spelling improving with words that he does not normally come into contact with i.e. Epilogue, Preliminary.

Oliver always enjoys coming and doing the TTRS course in the holiday. He gains a lot out of doing it. All of the above and more. The course is very, very, very good.

At the start of this Ross used to say he was dumb. Then on the last day of the course he suddenly said "There is something wrong with my brain as I can now read and spell". This course has done Ross's self esteem the world of good.

I think this is a really excellent course. I have seen my daughter grow in confidence. The course has shown her that she can do and this has now changed her attitude to the way she sees herself.

The course is excellent. It has been really motivating, confidence building by showing the results achieved after each module. It has also given my son a great deal of independence as it has shown him how to concentrate and do things on his own.

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Comments made by parents and students who have been on the course

Touch-Typing

" Nine months after beginning a course of one hour per week, my son Ian has fast and accurate keyboard skills. The repetition of spelling patterns used in the program is certainly helping to improve his spelling. The course does all that it aims to do. It is helping Ian to succeed "

Avril Newman, University of Greenwich Centre

Sequencing and Memory

" To my surprise the biggest area of improvement has been with Nicky's sequencing and memory which on a scale last year was a very poor 7 and this year has shot up to a fairly average 11. I can only put this down to the repetition of using the course and to make this sort of improvement in 1 year I find quite amazing."

Sharon Whiting, University of Greenwich Centre

Writing and Spelling

" His history of progress on the computer shows the improvements he has made. Both his spelling and writing are better but most importantly his confidence is now greater. He has an interest in using computers and the course is easy to use and to follow."

Stuart Cass, father of Peter, Bexley LEA

Confidence

" My daughter Victoria is 10 years old and first started the course in 1993. The repetition of the course has helped her sound out words. She has enjoyed the course and it has given her more confidence in her capabilities."

Mrs Smith, University of Greenwich Centre

Motivation and Enthusiasm

" All of the children aim to achieve 95% or more on each module. All children are encouraged to carry on with the next module even if they are disappointed with their score as they will always improve on it. The enthusiasm of the children is overwhelming."

Assistant Teacher, Gray's Farm Primary School

Use of a word-processor

" Learning to touch type has been a very big help to me, as I do nearly all my English and Sociology homework on my computer and have been achieving very high grades compared with last year. For example I was mainly getting 3-4 as attainment target marks for English last year but this year for my course work I have had a 7-8 and all the rest of the marks have been grade 7. In Sociology I am getting mainly grade A and I am enjoying it very much."

Alex Martin, Home Learning Student.

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Greenwich Education report on using TTRS with visually impaired children

Contents

1. Introduction.
2. Suitability for the Touch-type Read and Spell Program for VI children.
3. Criteria for selection.
4. The children involved.
5. Progress.
6. The development of the touch-typing group.
7. Conclusions.
8. Authors.

The Pilot involved attendance for one session a week at the PDC between 4.15 pm and 5.15pm. All the children attending had no previous touch-typing skills.

If Touch-type Read and Spell (TTRS) is introduced as an extra-curricular activity within the borough for all visually impaired children then the difficulties with transport will have to be addressed.

Aaron

• Retinal detachment of right eye: no useful vision.
• Retinal detachment left eye: restricted visual field.
• High myopia
• A degree of photophobia
• Difficulties interacting with other members of the group
• Initially did not want to be singled out

• Monocular vision
• Reduced visual acuity in dominant eye
• Night blindness: being investigated
• Low self esteem
• Poor literacy skills
• Difficulties staying on task
• Poor concentration
• Poor listening skills
• Easily frustrated
• Not prepared for delayed gratification

• Ocular motor apraxia
• Reduced visual acuity
• Hypermetropia
• Pain in the area of the neck: possibly due to exaggerated compensatory head movement
• Difficulties remaining on task
• Poor concentration
• Easily frustrated
• Not prepared for delayed gratification

• Anopthalmia
• A high achiever

To date the children have attended twenty sessions and due to the high level of commitment from both the children and the parent/carers, the children have made remarkable progress.

Initially the children required a high level of adult input and experienced feelings of frustration as their fingers struggled to hit the correct keys and then return to the home keys. Some children felt they would never achieve success, but slowly progress has been made and today the sessions could be compared to an 'A' level study group! The children are all highly motivated, working independently, developing their touch-typing skills and are keen to achieve a high score.

Individual progress

Aaron

Aaron for the most part is able to use the keyboard whilst looking at the screen, and is developing accurate finger skills. He now understands the value of attending the course and does not feel awkward about being singled out from his peers.

Aaron consistently achieves 100% scores and is highly motivated. His touch-typing skills have transferred to both the home and school environment.

Aaron is beginning to socialise with a child on the neighbouring computer.

Aaron's comments

"I've learnt how to type properly and get fast."

Parent/carer's comments

"I am very happy with the progress Aaron has made with his Touch-type Read and Spell course. He is becoming quite skilled at using the keyboard with accuracy of 100% without looking at the keyboard. A valuable course."

Chris

During Chris's nineteenth touch-typing session he finally achieved a 100% score. This was an amazing result for a child who experiences difficulties with delayed gratification. Throughout the sessions he has always been the first to arrive and generally remains on task for one and a quarter hours; this a child who experiences difficulties remaining on task!

Chris's literacy skills have developed and due to improved self-esteem he now offers support to other children in his class with spelling difficulties. Listening skills have noticeably improved during dictation. Feelings of frustration due to fingering errors are beginning to be managed appropriately and Chris is able to use his fingers correctly. Touch typing skills are now transferring to both the home and school setting.

Chris's class teacher has noticed an improvement with regard to concentration span and behaviour within the classroom setting.

Chris's comments

"It's fun. My reading and spelling have got better."

Parent/carer's comments

"Christopher's reading writing and spelling have improved since he started the course, also he is now able to sit in one place and concentrate for longer periods of time. Chris loves the course and looks forward to it every week."

Robert

Robert has missed a number of sessions due to neck pain; this is being investigated and as a result his ability to stay on task as he struggles to make himself comfortable. An exaggerated compensatory head movement may be contributing to his discomfort.

Robert is developing appropriate fingering and is learning to cope with his frustrations when he uses an incorrect key. He is very keen to achieve a 100% score, responds well to praise and his listening skills have improved during dictation.

Once Robert's physical difficulties have been addressed I feel sure he will achieve his 100% score!

Robert's comments

"I have learnt spellings and I am getting better at touch-typing."

Parent/carer's comments

"Robert enjoys coming to computers, it has improved his concentration and his spelling. He is trying very hard to achieve 100%. His head movement does not seem to be so bad due to his concentration."

Toby O

Toby has acquired a high degree of independence and confidence, only requiring adult input with complex words and new fingering on the keyboard. He also needs to be told his final score. Toby consistently scores 100% and, as a result, is highly motivated. Expectations are high and Toby has learnt that if a score of less than 100% is achieved, that is perfectly acceptable. His listening skills have noticeably improved and he is able to isolate sounds more effectively.

Difficulties with fingering at the start have improved and Toby has developed the flexibility to move his fingers appropriately and to return them to the home keys. Touch typing skills have transferred to the home setting.

Toby's comments

"I can touch-type now and I get 100%. I like touch-typing."

Parent/carer's comments

"Toby really looks forward to attending the course and likes to aim for 100%. He gains a great sense of achievement. The course has made him independent and he is using the computer at home to do his home-work, and using the computer independently to print out his work."

Toby W

Initially Toby experienced difficulties remaining on task at the end of a long school day, due to general fatigue and feelings of frustration. At first he struggled to complete two modules, but nowadays Toby generally completes eight modules at each session. If Toby is feeling particularly tired, he has to walk around the room between modules before returning refreshed and able to continue.

Toby is now highly motivated, has improved self-esteem and concentration span, and is able to work independently. Dictation was not popular with Toby, but with developing listening skills, his scores have improved and recently he scored 100% Toby is learning to manage his feelings when he feels overtired.

Toby has developed appropriate fingering and his touch-typing skills have successfully transferred to the home setting.

Toby is beginning to socialise with a child on a neighbouring computer.

Toby's comments

"It has helped my fingers a lot because I can write better."

Parent/carer's comments

"Toby is greatly motivated by the instant feedback system on this typing course. He is greatly motivated to achieve high scores - even aiming for 100% each session. He has generally become 'au fait with the use of a word-processor."

There have been a number of advantages arising from the weekly sessions that have benefitted all the individuals involved.

It has given the children the opportunity to:-

• improved literacy skills
• meet other visually impaired children
• develop new friendships
• discuss experiences
• improve social skills
• learn a skill that can be used to improve performance
• improve self-esteem
• have quality time with their parent/carer
• increase computer efficiency and considered
• increase awareness of other visual impairments

It has given the Parent/carers The opportunity to:-

• meet with other parents and liaise with them
• spend quality time with their child and to share their successes
• observe their child in a classroom setting within a group
• discuss concerns with the VIS teacher

Visual Impairment Service The weekly sessions have enabled the VIS teacher to:-

• develop an ongoing relationship with both parent/carer and the child
• monitor individual children's progress weekly
• develop a clearer picture of each individual's needs within the classroom/group setting
• work in partnership with parent/carers
• discuss individual issues with parent/carers
• provide information/suggestions and to seek comment from a wider audience
• enjoy the successes of the children

Conclusions.

Access to the Touch-type Read and Spell course has enabled this small group of visually impaired children to improve their literacy skills and to begin to develop touch-typing skills that are being used both at home and within the classroom setting.

Improved confidence and self-esteem has contributed to a positive attitude in other areas of learning and is making a good contribution to their attainment and progress.

This success story has only been possible due to the generosity of Philip ALexandre who is the National Course Director for the Touch-type Read and Spell course, the Greenwich PDC, the amazing commitment from the parents/carers and the total enthusiasm from the children themselves.

The project ends in July, but hopefully additional funds will be forthcoming to enable the children to complete the touch-typing course and to become competent kymograph users. I envisage the course being available to all visually impaired children within the borough who would be able to gain benefit from it.

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FINAL REPORT

OF THE

PENTONVIILLE PRISON DYSLEXIA PROJECT

A Joint Initiative of

The British Dyslexia Association

and

Pentonville Prison

Funded by

The National Year of Reading,

1998-1999

Jointly co-ordinated by:

Christine Freeman

London Development Manager

British Dsylexia Association

Tel: 020 8361 3013

and

Jane Broadfoot

Education Manager

HMP Pentonville

Tel: 020 7607 5353 ext 325

FINAL REPORT

NATIONAL YEAR OF READING

BRITISH DYSLEXIA ASSOCIATION/PENTONVILLE PRISON DYSLEXIA

PROJECT

Timescale

The one year project commenced in September 1998, with the official media launch held in early December 1998.

Objectives

This was a pilot project jointly proposed by the British Dyslexia Association and the Pentonville Prison Education Service. Its main aim was to offer up to 70 dyslexic prisoners with poor literacy skills the opportunity to improve their skills through participation in the computer course Touch-type Read and Spell which had been identified by members of the British Dyslexia Association Computer Committee as the most appropriate resource known to them. Because of the innovative nature of the project and the imaginative use of IT in promoting literacy, we felt that the project was highly likely to make a very useful contribution to responding to literacy difficulties in this particular population in a new way, and that it would demonstrate a cost effective model of good practice which could be easily replicated. Although not specifically identified as an objective,. we thought it logical-. that the project would develop skills which would increase the likelihood of employment post release, and that this, in turn, would decrease the likelihood of re-offending because Home Office statistics show that ex-offenders who are employed are 35% less likely to re-offend.

Outcomes of the Project

The majority of the dyslexic offenders who participated in the project had not had their specific learning difficulty identified until they reached Pentonville Prison. Most had found school to be an excruciating experience, and many had dropped out or been excluded by the time they had reached their early teens or even significantly earlier. Although of normal intelligence, many had been wrongly labelled as thick or stupid by their teachers and peers in their primary schools. They had not received any appropriate help whatsoever with their difficulty, and poor self-esteem was inevitably rife. Given this background, the project co-ordinators' main concern was whether or not men who had experienced this level of educational failure would want to come forward and risk failure again, and we had lengthy discussions about how best to promote the course. However, our concern was groundless; the course promoted itself. The first students who agreed to participate in the short, mini-pilot experienced such immediate success and satisfaction that word spread through the informal information network within the prison and the course has run at full capacity with a significant waiting list since the very early days.

There was an assessment process before acceptance onto the course. Staff reported that many of the students seemed to feel better about themselves once they were assessed as being dyslexic because they had an explanation for their difficulties. Furthermore, the spectacular and high profile success of a couple of the pilot's early participants, and the demonstrated but more plodding success of some of their other peers, has inspired considerable hope. It is very clear that many of these prisoners want very much to improve their literacy skills. There is also kudos in being accepted as a student on this high profile course and in being given an opportunity to use computers, which gives "Street Cred.". The Senior Literacy Tutor reports that when she goes onto the shop floor, men clamour round, calling "Test me, Miss. Test me," in the hope that they may be identified as dyslexic and given the opportunity to sign up. Since participation means they must give up the employment for which they earn a wage - albeit a meagre one - this enthusiasm for a chance to improve their literacy skills is obviously genuine as it involves a sacrifice in their ability to purchase modest comforts for daily living.

When we first designed the project, the intention had been to locate it in the Prison's Open Learning Area. However, once the grant had been received from the National Year of Reading, the Prison decided to "up-scale" the location. This meant a slight delay in getting started, but a small storeroom was renovated and painted to became a classroom dedicated solely to the project, thus demonstrating not just the Education Service Staff s commitment but the support of the Pentonville Prison regime as a whole. The room is fresh and airy, with British Dyslexia Association posters of famous dyslexic people on the walls, and when the course is in progress, there is what one staff member describes as a "buzz of engagement and energy", and the enthusiasm is palpable. Tutors report that they have had to "tear the men off their machines at the end of their sessions". More advanced students spontaneously help others, and the course has consistently engendered a positive co-operative spirit which inevitably spills out into the prison culture as a whole. Frequently, students have been involved in showing off the programme to the many visitors who have wanted to see it in action, and this, in turn, has been a very positive and self-esteem enhancing experience for those involved. In fact, so many external people have wanted to have a look that the Department has had to call a halt to visitors as they were intruding far too much into the Education Service's -regular work.

For the vast majority of students, progress has been steady and very satisfying. For a very small number of prisoners, the course has been like a magic key to new worlds. For these few, a member of the education staff has described the effect as a "transformation". One inmate, Louis, who had the typical early drop-out profile, romped though the course, praising it highly, and his success, and subsequent excellent performance on the A.E.B. Achievement in Literacy Test, influenced the decision to offer him early release subject to a monitored curfew using a tag . He has been outside for over six months and has found full time employment which offers him future advancement. Another inmate, Paul, who scarcely read at all, now looks forward to long weekends when he is locked in his cell for longer periods, giving him more opportunity to read. His cell mate bemoans the fact that he no longer wants to play dominoes. Paul enjoys both fiction and philosophy and has a general hunger for "anything which is good literature". He particularly enjoyed the humour of Catch 22, though his favourite novel so far has been Captain Corelli's Mandolin "because of the happy ending". Thanks to the project, Paul says "I'm not afraid of words any more".

For others, though not so spectacular, progress has been nonetheless significant. One student reported after just a few weeks, "I write home to my Mum and she's noticed the difference. Now I use full stops and everything." Said another "This is the first time they've ever taught me anything in here". Twenty of the men have used the course as a springboard into full time education within the Prison. A further 15 have gone on and opted for part time education. These are all men whom the Education Department Staff believe would not have done so were it not for their participation in the project. Six participants have been released, but apart from Louis, we have no information about their employment status. Many students on remand have resisted transfer to other "better" prisons so they could stay on and complete the course. One dyslexic "lifer" from a prison far from London heard about the project, and requested (unsuccessfully) a transfer so he could have the opportunity to improve his literacy skills.

The Numbers

• 82 men were given the opportunity to participate in the project, of whom two made repeated excuses not to attend and were dropped from the pilot.
• 80 showed consistent improvement in their performance over time, and for a small number, this improvement was "phenomenal".
• 12 men (included in the 82) are currently registered on the ongoing course. (Two groups of six attend three times a week.)
• 20 used the course as a springboard to full time education within the Prison and a further 15 went on to part time education. Education Staff are convinced that they would not have done so without the increased confidence, self-esteem and literacy skills which the project engendered.
• Several remand prisoners were discharged to other Prisons, and their status within other Education Departments is not known.
• Six men were discharged; one is in full time employment and participation in the project was instrumental in his early release. The employment status of the other five is unknown.

Spin-off Effects

As a result of the new-found enthusiasm for reading by several of the men, literacy staff and others have been donating books to create a small lending library as an adjunct to the Dyslexia Project. Many students have taken advantage of the eclectic contents of at least one dedicated filing cabinet drawer in the classroom. Staff have gone out of their way to bring in specific books they think particular students would enjoy and this has engendered enthusiasm for and about reading, as well as much mutual good will.

This report would not be complete without mentioning a significantly beneficial and completely serendipitous effect of the course. A dyslexic Prison Officer who had previously failed his promotion exams, who had decided not to not sit them again and was also considering leaving the profession because of his dyslexia, took the courageous decision to reveal his problem to Education Staff to see if the course could help him. At first he participated during his lunch breaks. His progress was both quick and significant, and gave him the confidence to admit his dyslexia to his employer. He has subsequently become d pioneer for dyslexic Prison Officers of whom there are many - as he is now able officially to incorporate the course into his weekly Prison Officer Training. He intends to try the promotional exams again. Whether or not he succeeds the first time, he says, doesn't matter. He now has the confidence to keep on trying. Now other dyslexic officers frequently approach him, and he has become a spokesperson. By feeling free to be open about his dyslexia, he now also provides an important and positive role model for dyslexic prisoners. He gives the credit for his increased skills and confidence to the course.

As a result of seeing Touch-type Read and Spell in operation at Pentonville, and hearing of the officer's success, the Butler Trust has identified the course as an example of good practice, and the project's two co-ordinators (representing the British Dyslexia Association and Pentonville Prison's Education Service) plus a Pentonville Governor, now sit on a Butler Trust working group looking at the development of a national policy for helping dyslexic Prison Staff

About the project

The computer course Touch-type Read and Spell is highly structured and delivers its content in the way dyslexic learners learn best - small incremental steps delivered in a multi-sensory way with the opportunity to repeat modules as Frequently as the student wishes. The course does exactly what its name implies. It reinforces reading, spelling and writing through teaching touch-typing. Each student is given a personal access code, and can review the record of accomplishment and progress with ease. One of the comments the inmates consistently made about the course was significantly, that for the first time in their lives, they felt in control of their own learning.

Touch-typing is an important skill for many dyslexic people with literacy difficulties. Not only can it make writing easier, it can also facilitate access to the spell-checking facility in word processing packages. (Some Pentonville students reported improved spelling ability by visualising the key board, and remembering where their fingers would fall.) Furthermore, students for whom writing is difficult, are frequently offered their first opportunity to produce pieces of work which are "clean", attractively presented and of easily legible quality.

The other key aspect of the Project's success has been the sympathetic assessment process and learning climate created by Pentonville's Education Department. Staff have been enthusiastically committed to the Project, and have taken on additional work to reinforce the learning which has taken place for students through their interaction with the software. They have shown genuine delight in students' progress, and this, in turn, has served to reinforce the students' sense of accomplishment and improved self-esteem. It is important to acknowledge the role of the supportive culture when attempts are made to replicate the project elsewhere.

Publicity and Media Coverage

The project attracted considerable positive media attention. Highlights include The Evening Standard, 10 December 1998, (Dyslexic Prisoners turn to technology"), The Times, 16 December 1998 ("Literacy Initiative Put Behind Bars"), the lead story in the Times Educational Supplement Friday Magazine, 19 February 1999 ("Escape from Dyslexia: How Computer . -aided courses are liberating Pentonville Prisoners"), a mention in the Guardian Weekend Magazine 24 April 1999 ("When Words Dance"), and a feature piece on the Esther Ranzen Television Show "That's Esther" on 18 April 1999. Islington community newspapers and Prison Service News also covered the story. Media attention has been particularly gratifying to the Prison's Governors as positive national press is a rarity for the prison service, and much kudos has come to Pentonville as a result of the project. There has also been interest from other Prisons all over the country, and the Pentonville Education Service has been deluged with visitors wanting to see the project in operation with a view to possible replication.

Continuation

• The Project has exceeded our expectations, and Touch-type Read and Spell will continue to be run at Pentonville Prison. Education Co-ordinator Jane Broadfoot says "This course has been phenomenally successful, and 1 feel extremely lucky and proud to have it as part of the Education Programme here at Pentonville. We owe a debt of gratitude to the British Dyslexia Association, without whom the Dyslexia Project would not have come about, and also to the National Year of Reading for providing funding for the pilot." Jane has been nominated for an award by the Butler Trust for her role in setting up and managing the Pentonville Dyslexia Project.
• At the Press Launch in December, Chris Swan of Amersham and Wycome College, which administers the Education Service Budget, announced the intention of his Department to take the course into the 13 other Prisons in and around London whose budgets it administers.
• The Home Office has written to Prison Education Providers all over the country to recommend the course, saying "It seems. that Touch-type Read and Spell is an excellent teaching/learning tool for use in prisons for students who are non-readers, need to improve their basic skills and/or diagnosed as Dyslexic". Many prisons are hoping the funding will be forthcoming to enable them to run it.

"I get out in December. Where can I take this course when I'm on the outside?"

Cliristine Freeman

September 1999

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