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Education Otherwise Leaflet Series |
Dyslexia |
Available in pdf format here |
Definition of Dyslexia There is much discussion about the definition of dyslexia. Some say that anyone who has difficulty with reading or spelling, in spite of appropriate learning opportunities, is dyslexic. Others claim that there must be a discrepancy between the person’s intelligence and their reading or spelling ability for dyslexia to be present. Lindsay Peer CBE, a former Education Director of The British Dyslexia Association wrote this definition:
It can be seen from this that dyslexia does not just affect reading and spelling, although these are often the first things which are noticed – a child may be particularly slow in learning to read, and make unexpected spelling mistakes. Causes There is also much debate about the causes of dyslexia. There is a genetic component, but dyslexia can sometimes occur in families with no known history of it. There are inborn differences in the brain - some dyslexic people have two hemispheres of the same size, instead of having a larger left hemisphere, and there are also differences in the neural connections between areas of the brain. Ear problems e.g. glue ear can cause or exacerbate some of the phonological difficulties (matching letters and sounds). Identifying dyslexia Because reading and spelling are such complex skills, involving
different parts of the brain, dyslexia shows itself in a variety
of ways. Some people will have severe difficulties with reading
and spelling, and will need intensive instruction and the help of
many special resources. Some dyslexic people develop good reading
skills, but their spelling is still weak. Others overcome both of
these difficulties, with the use of their strengths and appropriate
teaching, but they may have problems with finding the right word
quickly; with maths, sequencing, directions, concepts of time, punctuation,
organisational skills, concentration, short-term memory, or handwriting. Dyslexia & school Teachers are becoming more aware of dyslexia, and how it affects pupils. Some Local Education Authorities are well-informed, having a Dyslexia Policy, and guidelines for teachers. The Special Educational Needs Code of Practice (2001) states the fundamental principle that children with special educational needs should have their needs met, normally in mainstream schools, and that the views of the child should be sought and taken into account. The vital role of parents is also acknowledged. However, there are many teachers who have not yet been taught about dyslexia, so parents may have difficulty in communicating their concerns to schools, or in having appropriate action taken. This may be a major factor in the decision to educate a dyslexic child at home. Dyslexia and home education One of the main tenets of helping dyslexic people to read and write is that they should be taught the relevant skills in a structured, multi-sensory and sequential way. It is also necessary to teach little and often, repeating things in a variety of ways, using methods which are appropriate to the child’s learning style. All of these factors can be difficult to achieve in school, but are much easier to put into practice at home. It is important to recognise the skills as well as the difficulties which your child has, and to use areas of strength to help with areas of difficulty, as well as boosting self-esteem and confidence. You are in an ideal position to do this! Learning styles There are different ways in which people learn most easily –
some like to see things written down, and will learn well from reading.
Other visual learners will prefer to use diagrams or pictures rather
than words. Some people are auditory learners, and need to hear
words spoken aloud in order to remember them well, or may recall
things if they have rhythm or are set to music. Yet others (kinaesthetic
learners) need to be physically involved, by movement or touch,
before they are able to take in new ideas, and will benefit from
practical experimentation and the use of objects to touch and handle.
The recognition of symbols comes during the first few years, when a child will recognise the signs seen in daily life, such as Co-op, Tesco, Sainsbury’s, Boots, McDonald’s etc. These logos often incorporate colour and a specific style which is recognised, without the words being read. Children will be taught to write their names and other common words, and will remember the letters by shape, form and sequence, rather than by the sound each letter makes. Often children will make mistakes with their names at this early stage, but persistent errors may indicate an underlying problem. The next stage is to match letters with their individual sounds, and then pairs (sh, ch, th, qu, ng, nk, ai, oi, ie, etc.) or groups of letters (igh, tion, etc.) with a particular sound. Non-dyslexic people often ‘pick up’ these conventions quite quickly and easily, but dyslexic people need to be taught the letter/sound relationships quite specifically. This is where structured and sequential teaching is important, so that the child is taken through the various steps in order, starting with the simplest and gradually building to the more complex. Most structured programmes follow a similar path, and the best way to teach your child is either to employ the help of a specialist teacher, or learn the skills yourself from one of the many manuals available, before passing them on to your child. Short-term memory and sequencing difficulties mean that dyslexic children need lots of opportunity to practise and refine their skills, and need to be taught the same thing in a variety of ways (over-learning). Older children will benefit from using a word processor, making their work easier to alter, and helping with good presentation. If their handwriting is not very legible, due to either motor difficulties or spelling errors, it will be helpful to learn to touch-type. The ‘muscle memory’ may help with spelling, as the fingers 'remember' the keyboard positions. Reading and spelling are very different skills, using different pathways of the brain, and should both be taught specifically. All attempts should be praised, and children should be taught a skill and allowed to practise and gain confidence before moving on to the next stage. Reading to children will encourage enjoyment of stories and books, and will motivate them to want to read for themselves. As with any learning, children should not be criticised for their errors – nobody makes mistakes on purpose – but they should be praised and encouraged for any efforts they make. Maths Dyslexia may affect mathematical ability too. Sometimes it is because of the difficulties with sequences, short-term memory, direction, and orientation of symbols: numbers may be reversed, signs mis-read, etc. It may also be due to a basic difficulty with grasping the concepts of number, causing more severe problems (dyscalculia). However, some dyslexic people excel at maths! Study skills There are many aspects of study skills: reading accurately, comprehension,
memorising facts, identifying relevant information, making notes,
condensing information which has been read or heard, having creative
ideas, producing in written (or other) form a structured and understandable
piece of work which will communicate with someone else… and
so on! Dyslexic people often find these skills difficult, and so
need to be taught them, and given opportunity to practise, using
their preferred learning style and strengths. Special examination arrangements If your child is to sit GCSE exams etc. the exam centre may be able to make special arrangements such as up to 25% additional time, a reader, a scribe or the use of a word processor. The guidelines for these arrangements are produced by the Joint Council for General Qualifications and are up-dated each year. The centre should apply for special arrangements at the start of a course of study, and an EP or a suitably qualified specialist teacher will probably need to make the application (check web site). Strategies to help with other difficulties Time Let your child use whichever type of watch suits them best – analogue or digital. Help them to organise their time by using diaries, calendars, notes, alarms or adult reminders. Organisation If you plan a trip out, write it on the calendar and talk about what you will need to take. Demonstrate the use of checklists when you pack for a holiday, so your child can see you planning and checking. Let them help write the weekly shopping list – good for ‘real’ writing as well as organisation. If short-term memory is a problem, encourage your child to use a Dictaphone or to write themselves notes. Label things, and buy lots of cheaper stationery items, so you don’t worry if they get lost. Use coloured folders/wallets to organise written work. Handwriting Let them use whatever pen or pencil helps them write neatly. Younger children might like to use a rubber triangular grip to help adopt a good pen hold. Cursive (joined-up) handwriting can help good flow, as well as neatness, and can aid spelling by using the muscle memory. It is best taught when young, and with a style which joins each letter to the next. Concentration Fish oil supplements may help. Other things may increase concentration: drink a glass of water before studying; use active reading techniques (ask yourself questions as you read, make notes, jot down key words etc.); read out loud; walk around as you study; have plenty of fresh air; have a break when necessary; do some physical exercise in between study periods. Some positive attributes of dyslexia Some dyslexic people have strengths in certain areas such as mathematics, art, mechanical ability, dance or sport, intuition, creative and imaginative thinking, 3D visual-spatial skills etc. Famous dyslexic people There are many famous and successful people who are dyslexic, such as Richard Branson (businessman), Tommy Hilfiger (clothes designer), Robbie Williams (singer), Jamie Oliver (chef), Cher (singer/actor), Whoopi Goldberg (actor), David Bailey (photographer), Steve Redgrave (Olympic gold medal rower), Lord Richard Rogers (architect), Johnny Herbert (F1 racing driver), and many more! See web sites: www.erickson-learning.org/elffamdyslexic.html Various other means of helping Due to the different factors which affect dyslexia, there are a variety of methods to help overcome it. Some of the theories are not backed up with adequate research, but may be worth looking into, to see if they help your particular child. Looking for information on a search engine such as www.google.co.uk always produces a mine (or is it a minefield?!) of information. Do be aware that not everything on the Internet is accurate! Coloured overlays/glasses www.dyslexic.org.uk Some people are more sensitive to light intensity than others, and the contrast between black and white in a page of text may cause visual symptoms such as blurring of the words, apparent movement or swirling of the text, etc. This may be reduced by placing coloured filters over the page, by wearing glasses with coloured lenses, or by using pastel coloured paper instead of white. Coloured filters do not have to be very sophisticated – you can experiment with various colours of polythene pockets used in a single layer over a page of writing. Visual disturbance may also occur when using computers screens, so adjusting the background colour may help. Balance programmes www.ddat.co.uk The cerebellum is the part of the brain responsible for balance and co-ordination, and may help make some language tasks automatic. Research shows that cerebellar developmental delay is one of the causes of not only dyslexia but also dyspraxia (poor coordination) and attention deficit. Through a programme of specific exercises, neurological function may be improved, allowing learning and automaticity of skills to take place more rapidly. The programme involves completing a personalised set of daily exercises for 1 – 2 years. One of the centres for such programmes in the UK is DDAT (Dyslexia, Dyspraxia and ADHD Treatment), part of the American DORE Achievement Centres group. The Davis Method www.davistraining.co.uk Ron Davis, an American dyslexia practitioner, himself dyslexic, writes in his book ‘The Gift of Dyslexia’ that it is the disorientation which dyslexic people suffer which affects their ability to read or spell. Because some dyslexic people have an ability to use their 'mind's eye' in many spatial dimensions, they become disorientated when looking at letters or words. He also says that some words have strong associations with a definite object (such as horse, fence, bucket) and so links with the meaning and imagination can be made, whereas other words do not have strong associations with real life objects (such as from, a, the, away etc.) and so these words are hard to imagine and comprehend. When reading, it can often be these smaller words which cause difficulty for dyslexic people. Part of the Davis training is to form associations for these more difficult words, until they are mastered, and also to be able to control the 'mind's eye' and perceive things in only one dimension when necessary. Omega 3 and Omega 6 www.dyslexic.org.uk An area of current research is how diet affects learning difficulties, and particularly how the polyunsaturated fatty acids Omega 3 & Omega 6 (found in some fish oils) affect dyslexic people. It is thought that a deficiency in these essential fatty acids can contribute to a lack of concentration and proper brain function, which in turn affects learning. Many people's diets are lacking in these essential fatty acids, and so supplements can help. Brain Gym® www.braingym.org.uk Brain Gym is an educational, movement-based programme which uses simple exercises to integrate the brain, senses and body, preparing the person with the physical skills they need to learn effectively (also called Educational Kinesiology). Touch-type, Read and Spell www.ttrs.co.uk This is a course of touch-typing which incorporates a structured spelling programme, based on the Alpha to Omega book. It can be bought privately, or accessed at local centres. Useful contacts: Bright Solutions for dyslexia: Home Education Special Needs
How to Detect and Manage Dyslexia Maths for the Dyslexic The Gift of Dyslexia Dyslexia Teaching Reading & Spelling to Dyslexic Children Alpha to Omega The Study Skills Handbook How to Study: Use Your Personal Learning Style to Help You Succeed
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