Dyslexia
What is Dyslexia?
‘Dyslexia is best described as a continuum of
difficulties in learning to read, spell or write
which persist despite appropriate learning
opportunities. These difficulties are not typical
of performance in most other cognitive and
academic areas.’
What is Dyslexia?
There may be associated difficulties in such
areas as:
Phonological processing
Short term memory
Sequencing
Number skills
Motor function
Organisational ability
(Developing a Dyslexia - Friendly Learning Environment DENI 2005)
General Indicators
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Appears bright but unable to get thoughts on paper
Reading achievement is below expectation
Memory difficulties
Poor planning and organisational skills
Apparent lack of concentration
Tires easily
Performance varies from day to day
A history of dyslexia in the family
Research shows that Dyslexia is neurologically based.
Indicators of Dyslexia 3-5 Years
Difficulties with:
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Talking and listening
Early literacy skills
Memory
Motor control
Behaviour
Indicators of Dyslexia 5-11 years
Difficulties with:
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Talking and listening
Reading
Spelling
Writing
Memory
Behaviour
Indicators of Dyslexia Post Primary
Difficulties with:
• Speaking and listening
• Reading
• Spelling
• Writing
• Memory
• Organisation and integrating thoughts
• Motor coordination
• Behaviour
Memory
Sensory Memory
Lost
discarded
Working
Short Term Memory
Long Term Memory
Retrieval
Memory
To remember something you must •
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Understand it
Get it into memory
Think about it often
Use it often
Children with dyslexia learn best
when teachers • Explain things carefully and show how it is
done
• Give time to listen, think, answer and write
• Notice if they are having difficulty and offer
help
• Write clearly on the board and provide printed
handouts etc.
• Smile when they ask a question
• Try not to shout or use sarcasm
• Do not discuss their work in front of the class
Ethos and Culture
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recognition of the learning
difference
commitment to awareness raising
and training
nurturing success
developing the competence and
capabilities of all learners
promoting positive self belief
effective measures in place to deal
with harassment or bullying related
to SEN
a stress free environment
School Policy
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Dyslexia Friendly
Schools
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effective communication and liaison
with parents
‘jargon free’ and collaborative
communication with pupils
on going collaboration with outside
agencies
allocation of time for
communication among staff
transition programme implemented
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Identification, Assessment
and Monitoring
Partnerships
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appropriate screening and assessment
procedures
IEP target setting
appropriate monitoring and evaluation
adequate allocation of funding for
assessment resources
access arrangements for exams (if
applicable)
agreed marking policy across all groups
clear guidelines and effective use
of multi-sensory teaching
strategies
appropriate assessment using
effective monitoring and
reviewing policies
a commitment to putting policies
into practice from all staff
adequate resources and material
matched to pupils needs
appropriate use of ICT
use dyslexia friendly fonts, colour
and spacing on all documentation
Staff Training
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dyslexia awareness training
awareness of learning styles and
preferences.
sharing good practice
a commitment to training specialist
staff to support colleagues
‘inclusion’ in school improvement
plan
‘catch-up’ for new staff
Self Esteem
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Teaching Styles
adopt realistic and attainable
targets with pupils
positive classroom environment
remember that laughter
promotes learning
praise the partially correct
teach organisational skills
OK to ask questions, praise for
asking
build on pupil’s strengths and
interests
time to listen, think and answer
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Dyslexia Friendly
Primary Classrooms
Reading
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select material to match current
ability and interest level (80%
readability)
modelled, shared and guided
reading strategies
allow the right to pass during
reading sessions
provide opportunities to reread for
comprehension
teach skimming and scanning skills
use paired and peer reading
methods
use of overlays/reading rulers
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Writing
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introduce cursive writing at an
early stage
minimise copying and avoid lengthy
dictation, encourage proofreading
look for quality rather than
quantity
modelled, shared and guided writing
use word walls and provide a ‘try
page’ for all written activities
provide pencil grips and a variety of
writing tools
use bullet pointing or scaffolding
e.g. mind maps and writing frames
shared learning objective
structured, cumulative and
multi-sensory tuition
short, quiet and specific
instructions, use pupil’s name
practice and over learning are
vital for success
be prepared to explain things
many times and in a variety of
ways.
modify homework format and
expectations
Spelling
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use a cumulative, structured and
multi-sensory spelling programme
teach ‘See it right’ spelling
strategy (for use on the try page)
accept logical spelling (do not
overcorrect)
highlight the tricky bits
use mnemonics for phonically
irregular words
use games and ICT to develop
spelling skills and knowledge
avoid ‘spelling tests’- no failure only
feedback
Self Esteem
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Teaching Styles
OK to ask questions, praise for
asking, offer to help, show empathy
adopt realistic and attainable
targets with pupils
build confidence by development of
strengths and interests
reward effort as well as success
routine and clear instructions, using
positive oral and body language
time to listen, think and answer
develop effective organisational
skills
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Dyslexia Friendly
Post-Primary
Classrooms
Reading
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extra time to complete reading
tasks
the right to pass
check readability of texts (80%)
abridged versions, DVDs
rehearsal of subject specific
vocabulary
reading buddies/ peer tutoring
provide photocopies for
highlighting
use dyslexia friendly fonts, boxes,
coloured details on pastel paper
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Writing
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allow extra time / scribed work
encourage the use of mind mapping
minimise copying and avoid lengthy
dictation, provide handouts
look for quality rather than
quantity
provide word walls and encourage
logical spelling (don’t over correct)
highlight/underline and explain
difficult spellings
structuring and sequencing essays
teach how to proofread, edit and
redraft
effective use of ICT and visual aids
shared learning objectives
provide for a range of responses,
oral, written and practical
differentiation
learning styles and preferences
skills teaching
encourage by-pass strategies
give clear instructions, use pupil’s
name
modify homework format and
expectations
Study Skills
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subject specific revision skills
exam techniques
provide questions with model
answers
use memory aids and techniques
avoid unnecessary rote learning
encourage rehearsing, chunking and
give explicit instructions
extracting information from text
and bullet pointing
revision strategies to suit learning
styles
Support Available
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School based practice
DE Materials : DVD/CD Rom and booklet
Educational Psychology
Peripatetic Support Service (PSS)
PSS Literacy Centre, Fortwilliam
PSS Dyslexia Training Programme
Email:
valerie.haugh@belb.co.uk
Useful Resources
Developing a Dyslexia Friendly learning Environment:
DE Handbook
Removing Dyslexia as a Barrier to Achievement:
N Mackay: SEN Marketing (primary)
Dyslexia: Successful inclusion in the Secondary School:
G Reid: David Fulton Publishers
Northern Ireland Task Group Report on Dyslexia (2002)
http://www.deni.gov.uk/parents/special_ed_needs/dyslexia/dyslxa.pdf
Web sites:
www.bdadyslexia.org.uk
www.dyslexiaaction.org.uk
www.patoss-dyslexia.org