Dyslexia
What is Dyslexia?
There remains much confusion and conflict regarding the identification and
remediation of dyslexia. The British Psychological Society suggests the following:
Dyslexia is evident when accurate or fluent word reading and/or spelling develops
very incompletely or with great difficulty. This focuses upon literacy learning at the
word level and implies that the problem is severe and persistent despite appropriate
learning opportunities.
Research indicates that dyslexia is a learning difficulty usually resulting from a
genetic influence. It can affect pupils from all ability ranges and appears to be more
common in boys than girls. Dyslexia can exist alongside Dyspraxia, Attention Deficit
Hyperactivity Disorder and Autistic Spectrum Disorders. It exists on a continuum, with
characteristics varying in occurrence and severity. It is suggested (BDA) that around
10% of the population indicate features of dyslexia, with 4% being more severely
affected, approximately 375,000 pupils.
Identification
There are assessments available that aim to identify dyslexic characteristics, some of
which can be applied by class-teachers and learning support assistants. Information
and advice regarding appropriateness for age group and outcome on a range of
these screening tools is available from assessment providers. In addition, checklists
and initial assessment tools are freely available to download from the Dyslexia
Institute and The British Dyslexia Association websites.
However, to promote inclusion of pupils who indicate literacy difficulties, schools
require initially to be able to identify the difficulties experienced by the pupil and
instigate action to reduce the impact on learning. This can often be completed and
monitored using observation and in-class resources such as miscue analysis, to
identify the strategies that pupils are using to read and spell. To undertake this
successfully, schools need to ensure that all teachers have confidence and expertise
in this area, or that the school have identified this as a training need. To increase
whole-school ability to address the needs of dyslexic pupils, the LEA is supporting
schools to achieve Dyslexia Friendly Status.
The British Dyslexia Association (BDA) resource pack, Achieving Dyslexia Friendly
Schools, highlights factors to ensure that schools have policies that emphasize
whole-school approaches and encourage teachers and pupils to work towards the
removal of barriers to learning. Although dyslexia affects literacy and sometimes
numeracy acquisition, it can also often include problems with:
Short term memory and sequencing
Information processing speed
Auditory and/or visual perception
Language acquisition
Difficulties with motor skills.
Learning Profile
In the classroom, teachers will often become aware of a range of difficulties
experienced by pupils with dyslexia that may include problems with:
Organisation of self and work
Reading, writing and spelling
Language based work e.g. expression, grammar, comprehension
Following instructions
Directionality
Copying from the board
Multi-tasking
Handwriting
Discriminating symbols b/d +/x
Completing tasks in allocated time
Fatigue and low self-esteem
There are no specialised teaching methods that can fully remove the exhibited
characteristics of dyslexia, but their impact can be reduced by the development and
implementation of a range of strategies. Success relies not only on effective adult
support, but also in the development of pupil confidence and self-motivation to
implement the taught strategies across the curriculum. Building a positive relationship
with parents is vital, as their support is essential to promote partnership necessary in
order to achieve the automatic response needed to reduce the load on short-term
memory.
How can Schools Help the Dyslexic Pupil?
Schools need to consider two aspects to promoting students learning. The first is in
effective ways of addressing the specific learning difficulties that arise from dyslexia
such as literacy/numeracy skills, organisation and memory deficits and then to
consider programmes for intervention. The resulting action will depend upon a
number of factors, including the level of difficulties, the support available and the
expertise of the staff. The advice from dyslexia associations states that multi-
sensory, structured and cumulative programmes should be implemented to ensure
the over-learning necessary to ensure success. A number of commercial
programmes are available and SENSS could offer advice on appropriate resources.
In addition schools need to work towards the identification of whole-school/class
programmes and strategies that will enhance all pupils’ ability to acquire literacy and
numeracy. This might include identifying whole school reading and spelling policies
that support the achievements of all learners e.g. by emphasising phonic patterns in
spellings, daily over-teaching to achieve automatic response and the consistent use
of ICT.
Dyslexic pupils also require attention paid to improving access to the curriculum and
thereby increasing levels of success and self-esteem. Methods useful to promote
learning in dyslexics will enhance the learning of all pupils. Ensure that teaching:
Is multi-sensory - uses all sensory inputs
Is differentiated particularly in regard to readability levels of text. – Useful
website www.timetabler.com/reading
Engenders high levels of success.
Builds on established knowledge, making deliberate links
Includes specific teaching of strategies such as brain storing, note taking,
reading for meaning, skimming and revision skills.
Thought needs to be given to establishing resources that increase access to the
curriculum for those with literacy difficulties. This may include word frames to support
the organisation and planning of written responses and word lists on tables or walls
of common errors. Flexible recording of work needs to be accepted practice, with the
emphasis placed on demonstrating knowledge. ICT use can measurably increase
success in all aspects of learning.
Pupils with more severe levels of difficulties may require a modified curriculum and
provision of a course that is seen by them as valuable and likely to lead to success in
order to sustain motivation. It is important that pupils and parents are actively
involved with all decisions regarding provision, to encourage ownership and
participation.
Additional Information and Weblinks
The British Dyslexia Association, 98 London Rd, Reading, RG1 5AU fax
01189668271 www.bda-dyslexia.org.uk
British Dyslexics 26 Deeside Enterprise Centre, Deeside, Chester, CH5 1PP 01244
815552 www.dyslexia.uk.com
The Dyslexia Institute, 133 Gresham Rd, Staines, Middlesex, TW 18 2AJ 01784 463
851 www.dyslexia-inst.org.uk
ICT
BECTA provide a selection of sheets to support the dyslexic learner though the use
of ICT. These can be downloaded from www.becta.org.uk
IANSYST Ltd – www.dyslexic.com
Electronic Library 250(KS2/3) – Short on-screen stories, with identified words read
aloud to allow practice in literacy acquisition www.carr.demon.co.uk