Dyslexia SN1014 Cathie Lacey

Indicators Ten percent of the population has dyslexia Here are the indicators given for primary age children and then for over 12s. They come from the British Dyslexia Association After we have talked about each, think about children you know – or you suspect have – dyslexia.

Persisting factors These can appear from an early age and will still be noticeable when child leaves school. Obvious 'good' and 'bad' days, for no apparent reason, Confusion between directional words, e.g. up/down, in/out, Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers, A family history of dyslexia/reading difficulties.

Primary age indicators Has particular difficulty with reading and spelling. Puts letters and figures the wrong way round. Has difficulty remembering tables, alphabet, formulae etc. Leaves letters out of words or puts them in the wrong order. Still occasionally confuses 'b' and 'd' and words such as 'no/on'.

Still needs to use fingers or marks on paper to make simple calculations. Poor concentration. Lacks confidence and has a poor self image. Has problems understanding what he/she has read. Has difficulty with tying shoe laces, tie, dressing. Has difficulty telling left from right, order of days of the week, months of the year etc. Surprises you because in other ways he/she is bright and alert.

Over 12…. Still reads inaccurately/ difficulties in spelling. Needs to have instructions and telephone numbers repeated. Gets 'tied up' using long words, e.g. 'preliminary', 'philosophical'. Confuses places, times, dates. Has difficulty with planning and writing essays. Has difficulty processing complex language or long series of instructions at speed.

Who do you know who is dyslexic? Can range from mild to severe Some of you may have tendencies (as I do) Some children can hide it and develop different strategies Others need help Think of someone who is dyslexic – what strategies do you know to use to help/ do they use to help? Make a list

Strategies – can include… Using coloured overlay – blue often best Or using coloured paper – cream is good, too Using a ruler to guide reading Having a bank of known words already spelt Having a copy of the alphabet – upper and lower case – at all times Be clear about the aims of the session Checking on new language – get a demonstration if possible Be precise about tasks (and timings) Use visuals where-ever possible Encourage routines Using mnemonics

The golden rule If the child cannot read a word within a second or two then use the Golden Rule : just tell them the word and move on with the story. When you read the book again you will find that the child remembers more of the 'difficult' words The child is learning to be confident that you will always tell them a word which they do not know, and can trust that reading with you will be a pleasurable experience.

Positive aspects of dyslexia Dyslexic learners may have strengths in some of the following areas: Strong long term memory. Creative/lateral thinking. An ability to generate fresh insights Exceptional practical problem solving skills. Strong visual-spatial skills Artistic talents. Have a good oversight of the 'big picture'. The experience of having to work longer and harder than others to obtain the same goals can also make dyslexic people very determined, motivated and resourceful.