The Local Authority recognises the following definition of dyslexia:
“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty, despite appropriate learning opportunities
– that is, learning opportunities which are effective for the great majority of children”
(British Psychological Society, 1999)
Dyslexia is now a very commonly used term taken to mean a number of things such as:

writing letters back to front
 seeing letters ‘swimming’ on the page

high intelligence but slower with reading and spelling

problems recalling instruction
 ‘scattiness’ and disorganisation

poor concentration and attention
Some or all of these features can be evident in the learning development of children with dyslexia.
However, some or all of these features can also be identified in children who do not have dyslexia as rigorous research, including studies from the British
Psychology Society, has shown.
A child has dyslexia when s/he has severe and on-going difficulties learning to read and/or spell despite receiving appropriate support.
School-based assessment over time is accepted as the most appropriate way of identifying the difficulties a child is having in their reading and spelling.
Psychometric testing, usually carried out by a psychologist or by other qualified professionals, is not thought to be a robust way of identifying dyslexia. The aspects of intelligence investigated by the psychometric tests have little to do with the areas of our mental functioning (cognition) that we use to learn to read and spell. Reading and spelling are skills acquired largely through teaching and learning.
Both parents and teachers are in a good position to recognise dyslexia.
Through day-to-day teaching of literacy, teachers quickly identify children who are struggling to read and spell more than others.

Teachers also notice if children are struggling to process sounds in words. To become effective learners of reading and spelling, children need to be able to mentally both, split words into sounds and recall individual sounds to make words. This skill is known as phonological processing and is usually a difficult one for children with dyslexia to accomplish.
Most children with dyslexia are thought to have difficulties with phonological processing. Sometimes other problems such as speech impairment, hearing problems or visual perception difficulties (problems reliably discriminating between letters and words in print) contribute to dyslexia. However, some children with these problems do not develop dyslexia.
Other professionals might be involved in diagnosing these problems and may recommend various ways of supporting the child. However, whatever the cause, we will always advise that schools provide sufficient practice in reading and spelling skills to enable progress for children showing signs of dyslexia as we know from reputable research that this brings the best chance of success.
The Dyslexia Association note that a child with dyslexia can often be more tired than most other children at the end of the day. It is difficult for children coping with a curriculum that makes high demands on their weakest area of cognition. Moreover many children with dyslexia also work hard at suppressing negative feelings about their abilities, including often some embarrassment and frustration at not being able to perform as well as their peers.
As a result it is not unusual for parents to experience anger and tears over homework. An entrenched pattern can occur where parents are themselves feeling highly anxious and helpless, which the child senses and channels into his/her self-theory that the situation is hopeless. Sometimes, the stress caused to the family, can result in parents unnecessarily blaming the school for the child’s slower progress or difficult behaviour. It is very important for parents and school to keep channels of communication open, and to try and work together to support the child.
Schools follow national guidelines on supporting children who have learning difficulties. It is important for the teacher t o assess the severity of the child’s reading and/or spelling difficulty. This will enable him/her to see whether support from Wave 1, Wave 2 or Wave 3 is required.
Wave 1 – all children receive teaching and learning in the main classroom.
There will be some difference in how the work is delivered to the children in order to incorporate the large range of strengths and weaknesses in the class.
Wave 2 – ‘booster’ support for children expected to ‘catch up’ with their peers for example small group work where the programme delivered is well matched

to the child
’s needs. Teachers will have detailed assessment information in order to match the appropriate programme to the child and the skills the child needs to develop.
Wave 3 – supplies additional and different support to children whose difficulties are more severe necessitating an Individual Education Plan. An educational psychologist might be specific about the aspects of wave 3 provision that is recommended for an individual child. This information may be gained through consultation with parents and staff, observation in the classroom and individual work with the child.
You should ask the child’s teacher to explain the support your child receives at school for their literacy learning. Ask how, and how o ften your child’s progress is assessed and what the results are showing.
Taking into account all your child’s strengths and difficulties, including his/her feelings about school and learning, discuss with the child’s teacher whether the amount of progress your child is making is realistic. Find out about the possibilities of changes to your child’s support that you feel might make a difference.
This depends upon:
 how severe the child’s difficulties are;

what s/he is like as a learner.
Parents often think in terms of quantity of support. However, some children do not have the stamina nor, understandably, the motivation to cope with long and rigorous spelling and reading practice.
Some children will require an individual programme. This should take into account:

what the child can do so that achievable targets are set

the words and sounds the child needs to learn with sufficient repetition of these

daily practice for short periods of time
Children with dyslexia also need:

strategies and support to access text reading in class and managing written work

approaches to develop their strengths and self esteem
With Waves 1, 2 and 3 and the teaching content of the National Literacy
Strategy, schools are equipped to support children with dyslexia. Education

Psychologists provide general advice to schools, usually through training in how to support all children facing difficulties in their reading and spelling.
In cases where there is concern about a child’s lack of progress and persistent difficulties acquiring literacy skills following appropriate interventions at Wave 3 or where schools and parents are ‘stuck’ and not sure how best to move on a child’s progress, schools can invite their educational psychologist to help work with them in putting together specific interventions for individuals/groups.
Many children and young people with dyslexia make good progress at school and go on to college and university. It is well known that such names as Albert Einstein,
Thomas Edison, Richard Branson, Winston Churchill, Erin Brockovich, Muhammad
Ali, John Lennon, Anthony Hopkins and Walt Disney became very successful in their field despite their dyslexic difficulties. With the right support young people with dyslexia are able to meet their potential.
Keep regular contact with your child’s school to agree ways of working together to help your child to make progress and achieve a positive attitude towards school.
Department for Educational and Skills (2003). The National Literacy Strategy .
Nottingham: DfES.
Department for Educational and Skills (2003). The National Literacy Strategy.
Targeting support: Choosing and implementing interventions for children with significant literacy difficulties: Managing Guidance . London: DfES.
Following a consultation period, from September 2006 a renewed version of the Primary National Strategy's (PNS) Framework for teaching literacy came into use. The framework can be found online at www.standards.dfes.gov.uk/primaryframeworks/literacy .
Rose, J. (2009). Identifying and Teaching Children and Young People with
Dyslexia and Literacy Difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families . Nottingham: DCSF.
Snowling, M. (2008). Mental Capital and Wellbeing: Making the most of ourselves in the 21 st century . Available at www.foresight.gov.uk
.
The Division of Educational and Child Psychology (2001). Dyslexia, literacy and psychological assessment . Leicester: The British Psychological Society.
Inclusion Development Plan (IDP) Dyslexia, can be downloaded from www.standards.dcsf.gov.uk