An Introduction to Dyslexia

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Overview Introduction

Whats Dyslexia

Strengths and weaknesses

Simulation Test

Role and Responsibilities of the SNO

Teaching Suggestions

Successful Dyslexics


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An Introduction to Dyslexia Greek term

It means difficulty(dys) with words (lexis)

Also known as Specific Developmental Dyslexia


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Whats Dyslexia? A neurological- basedspecific learning difficulty

that is characterised by difficulties in one ormore of reading, writing and spelling.

Accompanying weaknesses may be identified inareas of language acquisition, phonological

processing, working memory, and sequencing.

Occur in learners with normal intelligence.


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What Causes Dyslexia? Many theories but no consensus on the exact

cause

Research confirms that it can run in the family More common in males than females (4:1)


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Areas of WeaknessesLanguage Acquisition There is evidence to suggest that dyslexics have difficulty

learning additional languages.Phonological Processing Difficulty Most common difficulty in dyslexics Difficulty in learning the relationship between letters and

sounds.Working Memory Poor ability to hold information in their short term memory May affect mental arithmetic, remembering long list of

instructions, learning phonics and developing vocabularySequencing Problem sequencing letters and sounds


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Areas of Strengths Good reasoning skills Creative

Think in big picture and multi-dimensional way

Visual and kinaesthetic learners


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Indicators of Dyslexia in

Primary LearnersGeneral Poor processing speed for spoken and/or written

language Poor concentration

Difficulty following instructions

Forgetful of words


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Primary LearnersWritten work Poor standard of written work compared to oral

ability Poor penmanship

Messy work with many cancellations

Letter reversals

Inconsistent spelling of the same word

Letter confusion

Unusual sequencing of letters or words


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Primary LearnersReading Slow, inaccurate or labored oral reading

Difficulty in blending letters together Difficulty in establishing syllable division

Strange pronunciation of words

Expressionless reading

Deletion/addition of words

Failure to recognise familiar words

Poor comprehension of text


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Primary LearnersNumeracy Number order and/or symbols confusion

Difficulty with information in sequential order Difficulty in memorising formulae

Find mental arithmetic at speed very difficult


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Primary LearnersTime Difficulty learning how to tell time

Poor general awareness of time and time-keeping Confuse concept such as yesterday, today or

tomorrow

Poor personal organisation


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Primary LearnersBehaviour Employ work avoidance tactics

Tend to dream in class Easily distracted

Disruptive or withdrawn

Show excessive tiredness


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Simulation Test

Have a go.

The big brown fox had no dinner.

Such was the quality of his existence


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Approach to learning As learners with dyslexia are often whole picture

thinkers ,they need to know how their newlearning fit in with what they already know.

They often have excellent visual spatial skills,and like to attach information to images

They learn best through multisensory approach


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Role and Responsibilities of

SNO Provides specialized remediation in withdrawal

setting

Provides in-class support Screening of at risk pupils using Dyslexia

Screening Kit (Junior)

Sets Individualised Education Plan


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SNORemediation ProgrammeBased on Orton-Gillingham principles

Language basedCognitive

Structured, sequential and cumulative

Simultaneously Multisensory

Diagnostic and prescriptive

Emotionally sound


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SNOIn-class Support

Remind/prompt pupil to stay on-task, pay

attention and participate Help pupil to follow class routine

Help pupil to understand lesson content

Withdraw pupil for time-out if disruptive

Communicate pupils need to teachers


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SNOScreening Test (Dyslexia) Use DST-J (Dyslexia screening toolkit-Junior)

Collect supporting documents including worksamples, checklist or other informal assessmentdone

Work closely with EP, LSC, teachers involved and

level head for special needs


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SNO Provision of skill training to pupils

Provision of peer training and support

Communicate with parents of childs progress Prepare teaching and learning resources

Share/discuss with teachers about strategies,support and creating a special needs friendly

environment for the pupils


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Pre-Screening Procedures Get samples of pupils work

Issue teacher and parents checklist

Issue consent form to parents for approval toconduct screening

Dyslexic at risk will be referred to EP


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Teaching Suggestions Sit the child in front

Provide structure of lesson in advance

Instructions should be sequenced clearly. Do notgive too many instructions at once.

Avoid giving instructions while pupils are readingor copying.

Get pupils to use highlighters to highlight keypoints

Provide time to think, organise and complete


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Teaching Suggestions Provide positive feedback encouragement and

praise to boost self-esteem

Involve peers who are-mature

-helpful and sympathetic

-willing

-able to work within capabilities


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Successful DyslexicsLeornardo da VinciBelieved to suffer fromdyslexia & ADD. He wrote his

notes backwards,right to leftin mirror image and hismanuscript contain manyspelling errors characteristicof dyslexia

Thomas EdisonWas thrown out of school at12 because he was thought tobe dumb. Terrible in maths,words and speech and unable

to focus.


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Successful DyslexicsShe remembersbeing called dumb

and stupid becauseshe had a lot ofproblems reading.She went on to be

nominated for anOscar

Whoopi Goldberg


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An Introduction to Dyslexia

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