Dyslexia
SN1014
Cathie Lacey
Indicators
• Ten percent of the
population has dyslexia
• Here are the indicators given
for primary age children and then for over
12s.
• They come from the British Dyslexia
Association
• After we have talked about each, think
about children you know – or you suspect
have – dyslexia.
Persisting factors
These can appear from an early age and will
still be noticeable when child leaves school.
• Obvious 'good' and 'bad' days, for no
apparent reason,
• Confusion between directional words, e.g.
up/down, in/out,
• Difficulty with sequence, e.g. coloured bead
sequence, later with days of the week or
numbers,
• A family history of dyslexia/reading difficulties.
Primary age
indicators
• Has particular difficulty with reading and
spelling.
• Puts letters and figures the wrong way
round.
• Has difficulty remembering tables,
alphabet, formulae etc.
• Leaves letters out of words or puts them in
the wrong order.
• Still occasionally confuses 'b' and 'd' and
words such as 'no/on'.
• Still needs to use fingers or marks on
paper to make simple calculations.
• Poor concentration.
• Lacks confidence and has a poor self
image.
• Has problems understanding what he/she
has read.
• Has difficulty with tying shoe laces, tie,
dressing.
• Has difficulty telling left from right, order of
days of the week, months of the year etc.
• Surprises you because in other ways
he/she is bright and alert.
Over 12….
• Still reads inaccurately/ difficulties in spelling.
• Needs to have instructions and telephone
numbers repeated.
• Gets 'tied up' using long words, e.g.
'preliminary', 'philosophical'.
• Confuses places, times, dates.
• Has difficulty with planning and writing essays.
• Has difficulty processing complex language or
long series of instructions at speed.
Who do you know
who is dyslexic?
• Can range from mild
to severe
• Some of you may have
tendencies (as I do)
• Some children can hide it and develop
different strategies
• Others need help
• Think of someone who is dyslexic – what
strategies do you know to use to help/ do
they use to help? Make a list
Strategies – can include…
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Using coloured overlay – blue often best
Or using coloured paper – cream is good, too
Using a ruler to guide reading
Having a bank of known words already spelt
Having a copy of the alphabet – upper and lower
case – at all times
Be clear about the aims of the session
Checking on new language – get a demonstration
if possible
Be precise about tasks (and timings)
Use visuals where-ever possible
Encourage routines
Using mnemonics
The golden rule
If the child cannot read a word within a
second or two then use the Golden Rule:
just tell them the word and move on with
the story.
When you read the book again you will
find that the child remembers more of the
'difficult' words
The child is learning to be confident that
you will always tell them a word which
they do not know, and can trust that
reading with you will be a pleasurable
experience.
Positive aspects of dyslexia
Dyslexic learners may have strengths in
some of the following areas:
• Strong long term memory.
• Creative/lateral thinking.
• An ability to generate fresh insights
• Exceptional practical problem solving skills.
• Strong visual-spatial skills
• Artistic talents.
• Have a good oversight of the 'big picture'.
• The experience of having to work longer and
harder than others to obtain the same goals can
also make dyslexic people very determined,
motivated and resourceful.