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At UEA we feel the same. To proof read alone would not be developing skills, merely correcting. I usually read the piece of work to the student so that they can identify areas that need clarification. If I spot a part that is ambiguous, I can then ask them to clarify their intended thoughts. In this way, they are always generating the ideas but I am able to use the occasion to teach aspects of structure, grammar, spelling or punctuation. Ellie Baker Dyslexia tutor University of East Anglia ________________________________ From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Quinn, Christine Sent: Friday, February 09, 2007 12:29 PM To: [log in to unmask] Subject: Re: proofreading LSTs are happy to go through a piece of work with the student to help them identify errors. We aim to teach the students the strategies to develop their own proof reading skills as part of their overall development as an independent learner. I don't think we would see it as our role to provide a proof reading service. Christine Y. Quinn Student Support Services (We have relocated temporarily to Bowland North, Room C91, Bowland North ) Lancaster University Lancaster LA1 4YW Tel: 01524 592111 Fax: 01524 594868 [log in to unmask] ________________________________ From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Wendy Knowles (W.Knowles) Sent: 09 February 2007 10:30 To: [log in to unmask] Subject: proofreading I am interested to know from specialist dyslexia support tutors, what percentage of your time is spent proofreading and indeed what your opinions are on this i.e. is it an essential part of your role or do you sometimes feel frustrated by the quantity of proofreading which you are required to do? I look forward to your comments. Many thanks. Wendy Wendy Knowles Disability Service Co-ordinator