increase the demands on the students, requiring them to respond to different tasks with different assessment criteria.
Presentations can be a formidable challenge to students with dyslexia. It is clear, however, that there are strategies that can improve performance in this area. Teachers can play a role in supporting students to develop the necessary skills, cope with additional demands, and present effectively.
References Berninger, V. W., Raskind, W., Richards, T., Abbott, R., & Stock, P. (2008) 'A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: Genotypes, phenotypes, brain, and instruction'. Developmental neuropsychology, 33(6), 707-744.
Carson, L. (ed) (2006) The Writer's Handbook: Developing Writing Skills for University Students. Chicago: Broadview Press.
Cottrell, S. (1999) The Study Skills Handbook. Macmillan, Basingstoke.
Dryden, L., Hyder, T., & Jethwa, J. (2003) 'Assessing individual oral presentations'. Investigations in University Teaching and Learning, 1(1), 79-83.
Gibbs, G. (2006) Why assessment is changing, in C. Bryan, and K. Clegg, (eds.) Innovative Assessment in Higher Education. London: Routledge.
Gilbert, F. (2012) 'Written assignment types in assessment: a varied and healthy diet? 'Oxford Brookes University. Here Hayward, P. A. (2000) The Dyslexic Student and the Public Speaking Notecard. Here
Hughes, C. (2009) 'Assessment as text production: drawing on systemic functional linguistics to frame the design and analysis of assessment tasks'. Assessment and Evaluation in Higher Education Vol. 34, No 5, October 2009, pp 553-563
Jamieson, C., & Morgan, E. (2008) Managing Dyslexia at University: a Resource for Students, Academic and Support Staff. London: David Fulton Books
Kiely, R et al (eds) (2006) Language, Culture and Identity in Applied Linguistics. Sheffield: Equinox Nesi, H., & Gardner, S. (2006) 'Variation in disciplinary culture: University tutors' views on assessed writing tasks'. British Studies in Applied Linguistics, 21, 99.
Patri, M. (2002) 'The influence of peer feedback on self-and peer-assessment of oral skills'. Language Testing, 19(2), 109-131.
Rafferty, J. (2010) Enhancing the student experience PDF. Oxford Brookes University. Available Here
Ramsey,J. and Davies, P. (2001) Student Oral Presentation Marking Sheet. University of Staffordshire.
www.staffs.ac.uk/schools/business/bsadmin/staff/s3/pdfs/oralclasses.pdf UAE. (2012) Marking Criteria, University of East Anglia. Available Here 45
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