Dyslexia
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The word dyslexia comes from Greek and actually means ‘difficulty with words’. It can affect an individual’s ability to read and sometimes can appear as ‘word blindness’. Usually dyslexia can also lead to difficulty with spelling and can result in bizarre spelling. Short term memory can be affected and children can often have difficulty with sequencing and processing information.
The British Dyslexia Asscociation describes it as ‘ a complex neurological condition which is constitutional in origin…’
Around 5-10% of the population are affected by some degree. Individuals with dyslexia can be helped with a systematic, multisensory approach. This should be coupled with hard work and the appropriate interventions. It is important to identify dyslexia early in order to implement the appropriate strategies.
Many famous people past and present like Tom Cruise and the great scientist Michael Faraday and the poet W.B Yeats have dyslexia. Research has drawn up a list of qualities dyslexics have in greater abundance than non-dyslexics which include: higher forms of creativity in the form of Art, Drama , Music and Architecture. Also, dyslexic people can be good lateral thinkers and be good at sport.
Recognising Dyslexia
1 Difficulty with reading – often children explain that the print is moving or jumping and they have difficulty with tracking the words. They can often lose the place. There can also be difficulties processing phonics which leads to problems blending and segmentation. Often frequent errors are made with common words however they can find more complicated words easier. Some believe this is because common words (ie the, they, was) do not lend themselves to easy visualisation but words like ‘television’ do. Children do learn to read at a functional level but their reading can often be slow and they find it frustrating and hard work.
2 Writing – the written work of a dyslexic child can often be poor compared to their oral ability. Often it can be quite difficult to read because there are a number of spelling mistakes and sometimes their handwriting is immature too. They can have confusion over similar letter shapes and words ie p,d,b was and saw etc. Reversals are also common.
3 Sequencing – children often have difficulty remembering the days of the week, the months of the year, the order of a story etc.
4 Multiplication tables can be very difficult to learn.
5 Speed of processing can be slower ie you may have to repeat a set of instructions several times to a dylexic child.
6 Poor short term memory – the child can easily forget what they have been asked to do and may often need instructions repeated. They can frequently forget to bring their gym kit or forget give letters from school to their parents.
7 Difficulty with organisation – the dyslexic child will often have difficulty keeping their tray or jotters tidy. Also they may have difficulty laying out their work in their jotters.
8 Tiredness – sometimes the dyslexic child will feel tired as they are having to work very hard to carry out tasks which the rest of us may find easy.
9 Uneven performance profile – tests results can reveal that their verbal ability ie perhaps their mental age in a vocabulary test will exceed their chronological age however their reading and spelling ages may be well below their chronological age.
10 Behaviour – sometimes the child with a specific learning difficulty can display bad behaviour and this can be a result of frustration. It can be a long day in a classroom if the work you are being asked to do is not at the appropriate level.
11 Poor auditory discrimination and memory.
12 Poor visual discrimination and memory
13 Other members of the family may have dyslexia
14 Child may often be late in learning to talk or speaking clearly.
How to support a dyslexic child
The most important piece of advice I would offer as an experienced Support for Learning teacher would be to boost your child’s self esteem wherever possible. Children need to feel happy and confident before they can learn. Also it is imperative to make learning fun or they will switch off. Here is a list of strategies which can be implemented to support your child:
Start off by recognising their strengths.
Use a multi-sensory programme of teaching and learning wherever possible (ie a programme which employs as many senses as they can ie games, computer activities)
Incorporate plans, pictures and flow charts
Use alternative methods of recording ie taping instead of writing etc
Using voice recognition software
Use predictive text word processing facilities
Teach children how to make mind maps.
Use line trackers coloured overlays
Keep copying from the board to a minimum
Use word dictionaries or word lists
Use a structured, multi-sensory word family approach to teach spelling
Use a structured, cumulative phonic programme
Use lots of praise and encouragement
Spellcheckers
Talking books
Copying notes from a friend
Give less homework
Break up longer words for reading
Expect the child to succeed and set short and long term targets
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