Bulldog Letter Reversals game goes global!

Bulldog b/d Reversals KS1 DOWNLOADSue Kerrigan ( yes, our very own entrepreneur committee member!) has had her Bulldog game accepted for marketing by Crossbow Education. You can find it at http://www.crossboweducation.com/b%20d%20confusion.htm#Bulldog_Letter_Reversal. Alternatively, you can go to Sue’s own site – and see what else she has to offer at http://www.letmelearn.co.uk/bulldog-reversals-ks1-download-p-729.html?zenid=b8ifp8u2qh8gt62mb68dg9t5

Bulldog Letter Reversals is the games, worksheets and kinaesthetic activities pack for children aged 5-12 years. Bulldog, the adorable dog that features throughout this multi-sensory learning pack, helps children to learn and remember the difference between ‘b’ and ‘d’. Introducing your child to Bulldog, will give him / her a strategy to remember the difference between ‘b’ and ‘d’ and in most cases it will resolve the problem entirely and you will have a happy smiling child again. The Bulldog theme keeps children engaged and motivated helping them have lots of fun whilst they learn.

Bulldog Letter Reversal has been designed by a dyslexic teacher and tutor for all teachers, teaching assistants, home educators and parents. 10 years of teaching experience and a lifetime of first hand personal experience has gone into making this resource along with 1 year of testing and refining the activities for maximum motivation, fun and engagement for children.

Why does Bulldog work?

The unique Bulldog theme is linked throughout the entire pack which builds essential memory hooks every single time any resource is used.  This is combined with proven multi-sensory activities to create an engaging, fun and motivating learning environment.”


If you buy from Crossbow Education the ‘ready to go’ kit will cost you £23.99 + VAT.

Sue provides a do-it-yourself downloadable version for £7.35 (KS1 only) or £9.55 for KS1 and 2.

‘Moving Numeracy’ by Sue Peace

“Movement is the Door to Learning” Dennison creator of Brain Gym®

Moving Numeracy (MN) addresses the physical movements that are the
foundations for all learning skills including maths: visual, auditory, tactile and
proprioceptive. The aim of Moving Numeracy (MN) is to co-ordinate the body to
be able to concentrate and develop new and effective maths learning. Moving
Numeracy is aiming at “making a match” between the maths concepts necessary
to learn and the movements which can support this learning.

As an example have you ever taught a pupil who cannot tell the time?

Time and Movement

This is one of the least understood areas of learning in relation to poor binocular
vision. With poor binocular vision any learning involving vision will be more
difficult. Stein ¹ explains how the behaviour of the eyes skews the numbers on
the clock to one side of the clock, along with the reversals of numbers.

The clock face is distorted for these individuals and to tell the time will probably
be impossible. Hence eye behavioural correction exercises are top of the
priorities in MN for these types of students. Developing tracking skills for reading
from left to right along with eye hand co-ordination for recording are fundamental
principles of MN.

Often the confusion with direction such as left/right and b/d can extend to
confusion with concepts such as clockwise. MN encourages the pupil to
physically move up and down, left and right, clockwise and anticlockwise and in
other ways to address the development of the directional senses. How can you
tell the time from a traditional clock face if you cannot tell which direction is

Number and Movement

In discussion related to dyscalculia, Professor Brian Butterworth, a leading expert
on numeracy, reminds us of how children spend hours
playing and counting with their fingers. Muscle movement
is an aspect of this task. Historically “how long” could
have been described as a measure of a foot, or 3 foot or
7 feet etc. In times gone by a yard was the measure of
the king’s arm length. Hence, historically, arithmetic and
moving part of the body has been an accepted aspect of numeracy.

The Moving Numeracy program begins with the concept of the quantity of “five”
and uses visual, tactile, auditory and proprioceptive stimulation. Pupils are
touching, seeing, talking about and moving shapes based on the “X” movement.

 “Thinking of an X” is one of the basic 26 Brain Gym® movements” (Dennison).

Looking at the X includes 5 points on the X and involves crossing the visual
midline essential for visual co-ordination.
This technique is extended to cover the concept of other quantities hence
enabling the dyscalculic pupil to grasp the meaning of number, size and the
concept of counting. This “X” pattern is a foundational aspect of the Moving
Numeracy program.

Memory and Movement

“Memories that are movement and sensory based (tied to specific senses as
vision, hearing and touch) are more likely to be retained and retrieved”

For practise, revision and memory support these quantity and number patterns
which are continually revisited, stimulating both short and long term memory. The
same pattern structures are used to teach concepts of length, weight, currency,
area and volume.

Physicist and mathematician Katy Bowman explains that correct alignment or
posture leads to more oxygen flow, more support for the body’s organs, and
motor skills which are vital for cognitive function.
“A typical classroom experience lacks the quantity of movement required for healthy physiological development” (Bowman)².
With this in mind it makes movement a sensible part of a numeracy teaching

Sue Peace: BSc; BEd, MEd, AMBDA, SpLDPAC, KFRP, Brain Gym® Instructor

Email: info@numeracyskills.co.uk Tel: 07786068097

² Dennison, P and G, Brain Gym® Teacher’s Edition, 2010, California, Hearts at Play, Edu-Kinesthetics.
Pages 3, 7, 50

¹ Fawcett, A., and Nicholson, 1994, Dyslexia in Children, Essex, Pearson Educational Limited. Page 152,

Butterworth, B., 1999. The Mathematical Brain. London, Papermac-MacMillan

Multisensory resources for Maths by Jacky Gurney

At the HDA AGM, Gilliam Cawse spoke on the subject of ‘Dyscalculia –
what to do when the numbers don’t add up’. She made some
recommendations for equipment to help children with dyscalculia which
included these resources.
Numicon. http://www.numicon.com/Index.aspx

Illustrated is ‘1st Steps with Numicon at Home’.
£30.89 + VAT. There are further resources for
different year groups.

The Numicon shapes make numbers real for
children because they can see them and touch
them. The shapes make odd and even numbers
very apparent and they help children to
understand addition, subtraction, multiplication and division. There are kits available for groups of children and ‘One to One’ kits that are
ideal for tutors and parents. Included in the kits are guide books with structured teaching ideas.

Cuisenaire Rods. www.cuisenaire.co.uk
Introductory Set illustrated. £8.99 from Play.com

The Rods come in 10 different colours and lengths representing
different numbers. Young children soon get used to the colour
system and older students find Cuisenaire Rods acceptable to
work with too. They can be used to demonstrate things like
number bonds, area, perimeter, factors, multiples, double
numbers, near doubles, fractions, ratios.

Cuisenaire rods can be used in conjunction with the number tracks from Numicon.

Glass nuggets are very tactile, so good for any counting
750g Adorn Glass Nuggets: blue, green, or clear available online. £2 + p&p.
Plastic Peg Board & Peg Set.

£6.50 from www.montessori-activities.com
Peg Boards with 100 holes are good for demonstrating percentages
and fractions.

Base Ten or Dienes Blocks. Illustrated is learning resources Interlocking Base
Ten (Starter Set) £22.95 from Amazon.
The blocks are good for illustrating the number system
and place value. They can be used for adding and
subtracting numbers and concepts such as ‘carrying’
and ‘borrowing’. See a demonstration on:

Stile System

This is a self checking system. The tiles are placed in a
special tray, and if all the answers are right, a given pattern,
that matches with the exercise from the book, will be
revealed when the tray is turned over. There are three
packs; ‘Numbers and the Number System’ (which is
especially helpful for children with dyscalculia), ‘Calculations’
and ‘Shape and Measure’. Suitable for children in Key Stage
2 and older children who need reinforcement at this level.
The packs offer a systematic approach. Available from:
http://www.ldalearning.com/maths/stile-maths/ Tray is £6.75 and books 19.99 a set.

Numbershark. http://www.wordshark.co.uk/ Single CD is £59.00.
Numbershark is a motivating computer programme that uses 45 games
to teach and reinforce numeracy and improve understanding and the
use of numbers. The wide variety of carefully designed games provides
many ways in which to practise at a chosen level and then to build
skills in very gradual steps. The games focus on: the number system
and sequencing (very useful for dyscalculics); addition, subtraction,

multiplication, division, fractions, decimals and percentages.

Jacky Gurney.

Prices and suppliers based on a web search in Aug 2011. Except for Numbershark,
other suppliers are available.

Introducing ClaroRead for Mac V5 and news for Assessors!

ClaroRead for Mac V5 is the latest version of the  reading and writing
support tool for Mac. ClaroRead for Mac is designed to support individuals
who struggle with reading and writing. Users of any age and level of
ability will have a world of information unlocked through ClaroRead.

New In ClaroRead For Mac

Nuance Vocalizer Voices
ClaroRead for Mac now includes 8 high quality Nuance Vocalizer Voices. To
hear examples of the voices go to

“The rise and fall of the voices, as well as the tone, is better and
sounds even more natural.” Alasdair King MD Claro Software LTD

Support for Apple Pages ’09
ClaroRead for Mac now supports Apple’s Pages word processor just like
Microsoft Word. Key features supported include Homophone support, visual
highlighting tools and font features.

Check Anywhere Feature
The Check Anywhere feature allows users to spell check any text in any
application, whether it is a web page, document or PDF.

Improved In ClaroRead For Mac

Check Window Feature
The Check Window feature now includes extras such as a dictionary
definition of the chosen word and context box. The Check Window also
displays the meaning and synonyms of a chosen word.

The Dock Icon Feature
Control the functions of ClaroRead including Play, Stop and Save to Audio
through the dock icon. Access the main features of ClaroRead even when the
application is minimised.

Prediction Feature
The Prediction feature has been enhanced and can now be used when typing in
any application, such as Safari, Pages or TextEdit.

To find out more about ClaroRead for Mac V5 go to

If you are an assessor and would like a free evaluation copy of ClaroRead
for Mac V5 please contact  sales@clarosoftware.com

Claro Training Zone
The Claro Training Zone is a free online training resource to assist
assessors. Each course has been broken down into easy to follow sections,
so that users can quickly find the information that they are looking for.

Currently available on the site are the ClaroRead for PC and Mac courses.
Each course includes a thorough user guide covering each feature in detail,
help videos and interactive tutorials.

Once the course has been complete users can take part in a ClaroRead quiz.
Completing the quiz successfully will reward users with the Claro Training
Zone Certificate.

If you are an assessor and would like to register for a free Claro Training
Zone account go to http://clarosoftware.concept-live.co.uk/

Claro Links:

Facebook – http://www.facebook.com/clarosoftware
Twitter – http://www.clarosoftware.com/twitter
YouTube – http://www.youtube.com/clarosoftware
RSS Feed – http://www.clarosoftware.com/blog/?feed=rss2

The Inclusion Development Programme (IDP).

The National Strategies are professional development programmes for early

years, primary and secondary school teachers, practitioners and managers.
They are one of the Government’s principal vehicles for improving the quality
of learning and teaching in schools and early years settings and for raising
standards of attainment.

The National Strategies are responsible for taking forward the commitment
made in Removing Barriers to Achievement (2004), the government’s vision for
the education of children with special education needs and disabilities. The
National Strategies are designed to increase the confidence and expertise of
mainstream practitioners when meeting pupils with SEN in mainstream schools.
One such strategy is the Inclusion Development Programme (IDP). The aim of
the IDP is to support schools and Early Years settings through web-based
materials, which include:
teaching and learning resources
training materials
guidance on effective classroom strategies
models of good practice for multidisciplinary teams
information about sources of more specialist advice.
In 2008, the Inclusion Development Programme focused on dyslexia and
speech, language and communication needs (SLCN). In 2009, the focus has
been on supporting pupils on the autism spectrum, with MLD and BESD
(behaviour, social and emotional difficulties) planned as future foci.

 Dyslexia was selected as the first of the programmes to be launched because
of the high numbers of dyslexic pupils in our schools. A DVD containing
materials on both dyslexia and SLCN (speech, language and communication
needs) was sent to all schools in 2008. This was met with great enthusiasm –
closely followed by anxiety when using it, as teachers discovered both the
vast amount of material available to them within the DVD, alongside the
difficulty in navigating the materials. Many a person, including myself, has
found a really useful section, only to be faced with the frustration of not being able to find it
again! The materials are also available online
and modifications have been made to this to
make navigation a little easier. You can find the
dyslexia materials by going to
nationalstrategies.standards.dcsf.gov.uk/node/116691 and then clicking on
‘dyslexia…’ in the third paragraph.

It should be emphasised that the materials are produced primarily for
classroom and subject teachers, not for a specialist audience. As such they
focus on developing recognition of the range of difficulties a dyslexic pupil
might experience at school, on understanding the problems these difficulties
may cause a pupil at school and then on raising awareness of ways to help
remove barriers to learning through use of the most effective teaching
strategies within a classroom (i.e. Wave 1 intervention, or Quality First
Teaching). They are not intended primarily to support teachers working with
individual or small groups in order to improve their literacy skills (i.e. Wave 2
or 3 intervention) although there are some useful and interesting snippets
even for those already very conversant with the area.

All schools in Hampshire are being very strongly encouraged to use the
materials within their schools. There have been a number of conferences with
head teachers where they have been encouraged to plan how the materials
should be introduced within their own schools and many clusters of schools
have worked together to trial the materials and then to produce guidelines on
how best to use them.

So why not find a slot in your busy lives and begin to explore the wealth of
information pages, video clips, background resources, self-evaluation
materials … you may be gone some time………..!!

Pauline Bentote SEN Consultant.