Children and Young People’s Service
Inclusion Services
Dyslexia
Information for Parents and Carers
May 2017
This document complements information found in the MK Dyslexia policy
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What is dyslexia?
Dyslexia is defined by the British Psychological Society (1999) as follows:
‘Dyslexia is evident when accurate and fluent word reading and/or spelling
develops very incompletely or with great difficulty. This focuses on literacy learning
at the ‘word level’ and implies that the problem is severe and persistent, despite
appropriate learning opportunities. It provides the basis of a staged process of
assessment through teaching.’
 Current research evidence suggests that dyslexia can occur in children and young
people of all abilities.
 The link between dyslexia and other learning difficulties is not simple. Individuals may
have other learning and behaviour problems, or low self-esteem. These problems
may occur in some, but not all, children and young people with dyslexia and therefore
they are not part of the definition.
 The definition focuses on observed difficulties as there is continuing debate regarding
the causes of dyslexia.
 Evidence suggests phonological processing (i.e. the ability to identify and manipulate
sounds) is important for success in reading and spelling and is an area where many
individuals with dyslexia have difficulties. This is a skill children need to have to
become successful readers and starts early with the introduction to nursery rhymes.
Reading and spelling
 Reading and spelling are complex skills that need to be taught. Each child is entitled
to learn to read and spell.
 Almost all children and young people can learn to read and spell.
 If a child does not make progress, the teaching needs to be modified.
 Parents/Carers can play a vital role in helping their children learn to read and spell.
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Frequently asked questions
Do all children and young people with reading difficulties have dyslexia?
 No, other reasons for reading or spelling difficulties include:
 sensory impairment
 missed learning opportunities (illness, absence, school changes)
 quality of teaching/learning experiences
With appropriate instruction these children and young people will progress.
 Children and young people with dyslexia will make progress, but it is slow and takes a
lot of effort.
What are the most effective approaches for pupils with dyslexia?
 When teaching is matched to current learning, using systematic approaches with
small targets.
 Allowing time to learn a skill – from accuracy, to fluency, to application and then
generalisation.
 Providing frequent short sessions (little and often).
 Using phonic strategies.
 Using multi-sensory teaching.
 Parental involvement.
Does dyslexia run in families? Is there a gene for dyslexia?
 Literacy difficulties do appear to run in families.
 There is some research evidence suggesting specific genes may play a part.
 It is difficult to separate the influence of genes from that of the environment.
 Children and young people from families with reading difficulties can learn to read.
Don’t children and young people need to be of at least average ability to have dyslexia?
 No, intelligence and dyslexia are separate.
 Some children and young people with low ability are good at reading or spelling.
 Some children and young people with high ability are poor at reading or spelling.
 Dyslexia can occur at all levels of intelligence, in all social classes and ethnic groups.
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Frequently asked questions
How do Parents/Carers get their child’s dyslexia acknowledged?
 Schools have the primary role in identification and support. The school’s Special
Educational Needs policy should detail provision for literacy difficulties.
 Support is provided in line with the Code of Practice for SEN and Disability (2015) and
the Discrimination Act.
 One-off assessments can only provide partial information.
 The school’s Special Educational Needs Co-ordinator (SENCo) can seek advice from
local support services.
 Parents/Carers can talk to their child’s teacher or the school SENCo.
Should identification of dyslexia trigger specialist teaching?
 Not necessarily - support becomes increasingly specialist to reflect a child’s level of
need. There is a continuum of dyslexia requiring differing levels of provision.
 Support is provided at different levels in accordance with the Code of Practice for
SEND, and children and young people with significant difficulties would have a SEND
support plan specifying support.
 Schools are required to provide good quality classroom teaching and to ensure a
dyslexia friendly school environment.
 Specialist training is available locally for teachers and teaching assistants, e.g. in
effective interventions and dyslexia friendly schools.
 Advice and support is available to schools from the support services.
Does it need an Educational Psychologist (EP) to get my child’s dyslexia recognised?
 Not necessarily – support is available from Specialist Teachers Inclusion and
Intervention Team and EP when appropriate.
 Teachers are trained in National Strategies.
 Emphasis on early intervention.
 Code of Practice for SEN encourages a staged approach to assessment through
teaching and early intervention.
 The Local Authority (LA) is providing training in dyslexia for schools.
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Multi-sensory Teaching
What is multi-sensory teaching?
It is a method of learning that is often recommended for children and young people with
dyslexia. It involves seeing, hearing, speaking, movement of fingers and vocal muscles. It
enables learners to use their strengths and at the same time exercise weaker channels.
A multi-sensory approach to spelling
The adult writes the word to be learnt clearly in large letters. Joined handwriting should
be used if the child is comfortable with this. The child is then encouraged to follow this
routine.
Method
1 Say the word clearly. Say it in syllables or other small bits (re-mem-ber, sh-ou-t).
2
Use plastic letters to make the word. Mix up the letters and make the word again.
Do this a few times.
3
Look very carefully at the word. Look for any ‘tricky’ bits (gh in light, ues in Tuesday).
Write ‘tricky’ bits in a different colour or think of ways to remember them, e.g. u eat
sweets on Tuesday.
4
Trace over the word saying the word as you do so.
5
Turn the word over.
6
Write the word without looking.
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Turn the card back and check it is correct.
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How Parents/Carers can help their child?
 Working closely with your child’s school is important. It is helpful to use similar
approaches to the school. Talk to your child’s teacher to discuss how you can support
at home.
 Set aside a short daily session (10 minutes is reasonable for a 7 year old).
 The simplest way for Parents/Carers to help is to do some supervised reading every
day. Read a book together and help them with difficult words (see paired reading
information below).
 When you listen to your child read, don’t be surprised if words are forgotten from one
line to the next. Just keep helping and stay patient.
 Your child’s self-esteem may be low. Try to be positive and encouraging rather than
critical. Help your child realise what he or she does well and discourage negative
attitudes. Try and encourage your child in other areas they are successful and
interested in.
 Make learning fun by playing games, such as I spy, rhyming words, e.g. what rhymes
with “man?”, counting syllables, e.g. clapping names – Kath-er-in (3 claps).
 Read to your child so that he or she continues to enjoy books.
 It is important that they can access reading material appropriate to their age and
interest level, e.g. Harry Potter – if they cannot read this, they would benefit from a
parent reading it to/with them or providing CDs. Milton Keynes Library has a good
stock of story CDs.
 Help your child with homework and let the teacher know if the work is too difficult or
is taking a long time.
 Encourage your child’s independence with remembering equipment, use picture
prompts to support if required, e.g. simple timetables.
 If they are keen on IT, then encourage them to use their computers at home. Speak
to the school or contact the SEND Inclusion and Intervention Team about useful
software.
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Paired Reading: A Guide for Parents/Carers and Teaching staff
Paired reading has been shown to be one of the most effective ways for a parent to help a child to read.
Reading Together
1 Both you and your child read the words out loud together. Read at the child’s speed.
You are modelling good reading for your child.
2 As you read together, read every word. To make sure your child is looking at the
words, one of you points to the word you are reading with a finger or card. It’s best if
your child does the pointing.
3 When a word is read incorrectly, you say the word correctly, and then have your child
immediately repeat the word (they will often do this without prompting).
4 Show interest in the book your child has chosen. Talk about the pictures. Talk about
what’s in the book as you go through it. It is best if you wait to talk at the end of a
page or section, otherwise your child might lose track of the story. Ask what things
might happen next. Listen to your child – don’t do all the talking.
Time
1 Try to do Paired Reading every day for 5 minutes. If your child wants to read longer, a
total of 15 minutes is long enough.
2 Select a time that is good for both you and your child. Don’t make him/her do Paired
Reading when he/she really wants to do something else.
3 For days when you are not available, train someone else to be a substitute.
GrandParents/Carers, older brothers and sisters, aunts, and baby-sitters can be
excellent reading role models too.
Place
1 Find a place that’s quiet. Children are easily distracted by noise. Turn off any screens
(TV/computers/tablets/phones) radio and music.
2 Find a place that is private. No one else should be in the room. Many families find this
a great opportunity for one parent to spend time with just one child.
3 Find a place that is comfortable so both of you can concentrate on the story without
having to shift around. This will associate warm and comfortable feelings with
reading.
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Paired Reading: HOW TO DO IT (continued)
Reading Alone
1 When you are reading together, allow your child to read alone when he/she feels
confident and wants to. Agree on a way for him/her to signal you to stop reading
along. This could be a knock, squeeze, or tap with the elbow. (Saying “be quiet” or
similar words might make your child lose track of the meaning of the story.) When
signalled, you immediately stop reading aloud and feel glad that your child wants to
be an independent reader.
2 When your child comes to an unknown word, wait five seconds to allow time for
him/her to use word attack skills. If he/she reads the word correctly, praise the
accomplishment. However, if your child is unable to work it out after five seconds, you
say the correct word. Then the child repeats the word and both of you read together
out loud until the next signal to read alone. If your child misreads a word, you say the
word correctly and have them repeat the word correctly. Then continue with both of
you reading out loud together until the child signals again.
3 You may not be able to finish a book or chapter in one sitting. When you start the next
day, briefly discuss what happened so far in the story and start reading where you left
off.
4 If you finish a book before the end of the time, read the book again. Repeated reading
is very good practice. It builds confidence and comprehension.
5 If the book has not been completed by the end of the week, it’s okay. The child is not
expected to read every book alone. The focus of Paired Reading is enjoyment of
reading together.
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Further sources of information
Inclusion and Intervention Team
01908 657825
Educational Psychology Service
01908 367333
Milton Keynes Special Educational Needs and
Disability Information Advice and Support Service
9
01908 254518