A checklist of indicators which may identify pupils with Dyslexia

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A checklist of indicators which may identify pupils with Dyslexia Powered By Docstoc
					                                                           Pupil’s name:    ..........................................
SpLD Teachers Team
Indicators which may identify pupils ‘at risk’ of SpLD / Dyslexia - Foundation stage


Children with SpLD are likely to be performing at a higher level in certain areas of the curriculum
than in reading and writing. For example, they may have an apparent brightness and keen
interest in answering orally, they may enjoy listening to stories and talking about them, they may
have an aptitude for constructional / technical toys and /or computers and their human figure
drawings are likely to be detailed and age appropriate.

Many children show some of the following characteristics, but it is the number and persistence of
these that give cause for concern.


   Finds it hard to listen and pay attention/follow simple instructions
   Delayed development of clear speech and in using sentences
   Forgets name for known objects/colours or mislabels them
   Confuses directional words - up/down in/out
   Difficulty memorising nursery rhymes/songs and clapping simple rhythms


   Aural difficulties in recognising that words can rhyme
   Cannot hear ‘odd one out’ - cat rat pig sat
   Sequencing difficulties – counting / days of week / coloured bead patterns


   Enjoys being read to, but does not engage with text
   Not making expected progress in early reading skills


   Persistent difficulties in getting dressed/putting shoes on correctly
   Difficulty in learning to fasten buttons, tie shoelaces/ties
   Tends to trip, bump into things and fall over easily
   Difficulty catching, kicking, throwing balls/hopping/skipping
   Poor manual control and directionality when writing symbols


   Has ‘good and bad’ days for no evident reason
   Family history of similar difficulties




                                                                                                September 2005

				
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