Dyslexia

Aims To raise your awareness and understanding of Dyslexia and other specific learning difficulties To understand how Martock School identifies and supports children with Dyslexia/Literacy and Numeracy difficulties Provide some ideas for supporting your children at home

Specific Learning Difficulties Dyslexia Dyspraxia ADHD/ADD Specific Language Impairments Autistic Spectrum Conditions

Dyslexia Awareness Quiz How high is your dyslexia awareness?

The following working definition of dyslexia was constructed following the Rose Review. Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities.

It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.

Phonological Awareness Phonological awareness is thought to be a key skill in early reading and spelling development. It is the ability to identify how words are made up of smaller units of sound, known as phonemes. Changes in the sounds that make up words can lead to changes in their meaning. So, for example, a child with a good level of phonological awareness would understand that if you change the letter ‘p’ in the word ‘pat’ to ‘s’, the word would become ‘sat’.

Verbal memory Verbal memory is the ability to remember a sequence of verbal information for a short period of time. For example, the ability to remember a short list such as ‘red, blue, green’, or a set of simple instructions, such as ‘put on your gloves and your hat, find the lead for the dog, and then go to the park’.

Working Memory Pupils with dyslexia are highly likely to have poor verbal memory and verbal processing skills. Working memory is closely associated with the ability to learn, and academic attainment. More than 80% of pupils with poor working memory fail to achieve expected levels of attainment in both reading and maths

Verbal processing speed Verbal processing speed is the time that it takes to process and recognise familiar verbal information, such as letters and digits. For example, your verbal processing speed is the time that it takes you to look at the following numbers and letters - ‘B’, ‘B,’ ‘C’, 1’, and then realise that the information relates to the name of the television channel BBC1.

Red Green Blue Red Yellow Yellow Blue Blue Green Yellow Red Red Blue Green Blue Red Green Yellow Blue Red Green Yellow Red Green Blue Blue Red Blue Red Yellow Yellow

Developmental Phases of Dyslexia Early Years Difficulties recalling the label for common objects, colours, names etc Difficulties remembering nursery rhymes Slow to pick up phonic skills Enjoys being read to, but shows no interest in letters or words Often appears to be “not listening” or “not paying attention” Later than expected learning to speak clearly Persistent word-searching

Developmental Phases of Dyslexia Primary School  Difficulties continue with reading and spelling.  Continues to write letters and figures the wrong way round b/d, on/no  Has difficulty remembering sequences such as: times tables, alphabet, days of the week etc.  Leaves letters out of words or puts them in the wrong order

Developmental Phases of Dyslexia Primary School  Still needs to use fingers or marks on paper to make simple calculations.  Poor concentration and attention.  May have problems understanding what he/she has read.  Takes longer than average to do written work.  Problems processing language at speed.

Developmental Phases of Dyslexia Secondary School  As for primary schools, plus:  Continues to reads inaccurately and perhaps slowly  Continues to have difficulties in spelling.  Needs to have instructions repeated.

Developmental Phases of Dyslexia Secondary School  Gets 'tied up' using long words, e.g. 'preliminary', 'philosophical'.  Has difficulty with planning and writing essays.  Has difficulty processing complex language or long series of instructions at speed.

In addition  Poor self-esteem  Good days and bad days  Apparent poor motivation  Inappropriate behaviour, which can indicate frustration and anxiety

Strengths Creativity Thinking laterally and making unexpected connections Problem-solving skills Seeing the 'big picture' Good visual skills, thinking easily in 3-D Good verbal skills Good social skills

Activity In pairs: Read the text aloud to your partner Swap half way down the page

Writing Activity

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Graduated Response to Assessment Code of Practice (2001) 5:11 The importance of early identification, assessment and provision for any child who may have special educational needs cannot be over- emphasised ……..assessment should not be seen as a single event but rather as a continuing process.

Foundation Stage Profile

Martock’s Graduated Response Foundation stage/Year 1 Foundation Stage profile National Curriculum Levels Dyslexia Checklists/wheel RWI Phonic, Number box, language, phonological awareness, working memory assessments Response to small group teaching Response to 1:1 RWI tutoring/Number box

Martock’s Graduated Response Year 2 onwards Response to Individual Literacy Programme Diagnostic Dyslexia assessment

Co-occuring difficulties Assessment may also be needed to establish difficulties with: o Language o Coordination o Maths o Concentration o Organisation Build a profile of strengths and difficulties

Helping at home