Dyslexia

Dyslexia comes from the Greek language and means ‘difficulty with words’.

Dyslexia is what is known as a specific learning difficulty and is caused by variations in the areas of the brain that deal with language. Evidence suggests that dyslexia results from differences in how the brain processes written and spoken language but in common with many issues affecting the brain this is not yet fully understood.

Dyslexia is characterized by difficulties in processing word-sounds and by weaknesses in short-term verbal memory. Its effects may be seen in spoken language as well as written language.

Brain-imaging scans show that when dyslexic people try to process information their brains work differently to those without dyslexia. Dyslexia can be diagnosed in people of all levels of intelligence.
About four per cent of the population have severe dyslexia, while a further six per cent experience mild to moderate problems.

Inherited or genetic factors are important in dyslexia and other family members are often affected.
People with dyslexia often have a persistent difficulty with literacy, particularly reading, spelling, handwriting and punctuation, despite progress in other areas. They may mispronounce common words or reverse letters and sounds in words. Children often show signs of difficulties in concentration, organisation and in remembering sequences such as numbers or days of the week.

Dyslexia is not the same as a problem with reading. Many dyslexic people learn to read but have continuing difficulties with spelling, writing, memory and organisation.  There are , on the other hand, people whose difficulties with reading are not caused by dyslexia.

Dyslexia often causes problems in maths: many dyslexic people have difficulties with arithmetic and with learning and recalling numeric facts.

A full diagnostic assessment by a psychologist or specialist dyslexia teacher will determine if your child is dyslexic. These are some indicators that your child may be showing if they have are dyslexic to some degree. The checklist is particularly appropriate for children aged 7 and over. Children younger than 7 may still be learning these skills and need time to conquer the basics.

A dyslexic child may;

• have trouble with sounds in words, e.g. poor sense of rhyme

• have difficulty understanding time and tense

• confuse left and right

• answer questions orally but have difficulty writing the answer

• have difficulty carrying out three or more instructions in a sequence

• have sequencing problems.

• have poor handwriting

• have particular difficulty with reading or spelling

• spell the same word several different ways

• put digits or letters the wrong way e.g. 27 for 72, 6 for 9, was for saw, b for d,

• read a word then fail to recognise it further down the page

• have a poor concentration span for reading and writing

• have difficulty in organising work

• have difficulty in copying accurately

• may not write much

• may be inconsistent in their work

Children with dyslexia often exhibit strengths in sports, are creative and imaginative, technical, practical and have a good visual eye.

There is no cure but recognition of the problem and appropriate teaching methods can help a great deal. Its effects can be minimised by targeted literacy intervention, technological support and adaptations to ways of working and learning.

It’s vital that children are diagnosed and given the help they need. They need to be taught strategies to cope and find alternative ways of remembering.

Particular approaches may help. Pupils using coloured overlays or working on different coloured papers can lead to improvement.

Dyslexia need not be a barrier to achievement and success if it is properly recognised within society and steps are taken to provide suitable teaching and training along with compensatory strategies and resources.

Pupils can be helped to overcome the effects of dyslexia. It is possible to improve literacy skills by using structured, multisensory methods. Early intervention is more effective. Developing coping strategies through an understanding of individual strengths and weaknesses will help a child’s self esteem.

I am able to deliver a programme of support that is tailored to an individual’s profile of strengths and weaknesses, addressing specific needs and priorities as identified through assessment.