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SUPPORT THROUGH PLAY FOR CHILDREN WITH READING AND SPELLING DIFFICULTIES (DYSLEXIA) – ATTENTION DEFICIT HYPERACTIVITY SYNDROME (ADS/ADHS) – COORDINATION – CONCENTRATION - DEXTERITY.
Contents:
1 balance board
1 rolling board
1 stacking board
45 wooden pegs
6 large wooden balls (red)
6 large wooden balls (blue)
2 large wooden balls (black)
15 small wooden balls (red)
25 small wooden balls (blue)
2 small wooden balls (black)
1 box + 1 cloth bag for small items
1 carrying bag for transporting the Scippel game
Instructions for working with Scippel
Scippel has been designed and developed for use by therapists and remedial teachers working in a one-on-one setting.
Suitable for:
Dyslexia/speech therapy (especially with children suffering from ADHS)
Speech therapy, occupational therapy, remedial teaching, special needs, child psychology
Pre-school and playgroup
Infants and junior – Learning to spell
Rehabilitation – e.g. in the case of injury to the speech centre of the brain causing aphasia or apraxia
Working with disabled people and in psychiatric care – e.g. encouraging serial and structured thought processes.
By means of this physically active approach to the written form of the language, attention is focused exclusively on spelling words and on learning the letters of the alphabet. External distractions of any kind are blocked out. The physical movement involved is by no means a distracting stimulus but instead supports the active learning process. Cognitive attention is wholly directed to word synthesis. Concentration is fixed exclusively on the next letter or combination of letters (e. g. double letters, long letters, sounds that consists of multiple letters).
The objective of Scippel is to synthesise a word using the wooden balls, SLOWLY and letter by letter. Attention is focused automatically and exclusively on the next letter in the sequence to be ‘processed’.
Procedure:
1. The child is asked to ‘roll’ a predefined word on the rolling board using the wooden balls. The ball has to roll into the hole with the correct letter. If the first attempt is unsuccessful, another one can be made.
2. As soon as the ball has been rolled into the correct hole, it can then be placed on the stacking board behind the corresponding letter.
Both processes are repeated until the whole word has been ‘rolled’.
The physical stimulus is intended to ‘decelerate’ the writing process. This ensures that the child focuses intensively on understanding how spelling works and that he or she experiences success and is motivated. The target word is subsequently written down.
Idea: Thomas Guhl (remedial teacher)
Design: Thomas Guhl, Peter Schröder
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