Dyslexia

1. Dyslexia What is it? What are the symptoms? How can we help in the classroom? Moira Ashley, CATS

2. The implications…… • ‘Access the word, access the world’ • Sums up the importance of literacy in getting on in life • ‘If students cannot learn the way we teach, then we must teach them the way they learn’ • Puts the responsibility on the teacher Moira Ashley, CATS

3. What do you know about dyslexia? • How many people does dyslexia affect?: • 1 in 4 • 1 in 10 • 1 in 25 • Dyslexia affects more males than females? T/F Moira Ashley, CATS

4. Answers • 1 in 10 are mildly affected • 1 in 25 are affected to the extent that intervention is necessary • Approx 4 times as many males as females, but by the time they reach college age, numbers are about equal as many of those boys will have dropped out of education Moira Ashley, CATS

5. What do you know about dyslexia? • Dyslexia is associated with a higher than average IQ? T/F • Dyslexia is a disease? T/F • The dyslexic brain is different to the non-dyslexic brain? T/F Moira Ashley, CATS

6. Answers • A common myth. Dyslexia is entirely separate from IQ. It is easier to recognise, however, in someone of above average IQ as there will be more of a disparity between, for example, verbal and written skills • No, and therefore there is no cure, just strategies to minimise problems • Yes, there is a physiological difference Moira Ashley, CATS

7. Definition BDA 1996 • Dyslexia is a complex neurological condition which is constitutional in origin. The symptoms may affect many areas of learning and function, and may be described as a specific difficulty in reading, spelling and written language. One or more of these areas may be affected. Moira Ashley, CATS

8. Definition cont. • Numeracy, notational skills ( music), motor function and organizational skills may also be involved. However, it is particularly related to mastering written language, although oral language may be affected to some degree. Moira Ashley, CATS

9. Dyslexic ‘right-brained’ skills • 3D processing • Creativity • Holistic thinkers - see links between various parts • Intuitive and imaginative • Like the ‘big picture’ Moira Ashley, CATS

10. ‘Traditional’ left-brained skills • Language and number processing • Sequential • Logical thinkers • Learning broken down into small chunks Moira Ashley, CATS

11. Related conditions • Dyscalculia: severe problems with the concepts of number, including an understanding of time • Dysgraphia: very poor fine-motor control resulting in illegible, poorly formed handwriting • Dyspraxia: sometimes called ‘clumsy child syndrome’. Main characteristics are poor physical co-ordination and sensitivity to touch. Moira Ashley, CATS

12. Related conditions cont. • Hyperlexia: an inability to comprehend and absorb what is read, even though the sufferer can ‘decode’ individual words, i.e. pronounce them fluently and hence seem to have no problem reading. • ADHD/ADD: Attention deficit and hyper-activity disorder. Poor concentration and memory. Often accompanied by ‘bad’ behaviour Moira Ashley, CATS

13. Symptoms of dyslexia • Which of the following are/can be symptoms of dyslexia? • Number and letter reversal • Difficulty in copying from board • Poor short term memory • Difficulty in taking dictation • Difficulty in reading silently Moira Ashley, CATS

14. Symptoms cont. • Difficulty in reading aloud • Poor handwriting • Poor / bizarre / inconsistent spelling • Tendency to mix upper and lower case in writing • Difficulty in sequencing • Poor sense of direction • Lack of concentration / distractibility Moira Ashley, CATS

15. Symptoms cont. • Defective / delayed speech • Signs of ambidexterity • Inability to plan / organise • Poor sense of direction • Difficulty in telling the time • Lack of sense of time • Physical uncoordination Moira Ashley, CATS

16. Answer • They ALL can be, but you would very rarely find any dyslexic exhibiting all symptoms. Different clusters of symptoms will be found in different dyslexics. • NB Many people who are not dyslexic display SOME of these symptoms. Also, younger children will display some as a normal developmental stage Moira Ashley, CATS

17. Example of visual processing difficulty Moira Ashley, CATS

18. Example of how text might appear Moira Ashley, CATS

19. Another example of how text might appear Moira Ashley, CATS

20. Visual spelling problems • Becos • Littal • Cort • cumftubil Moira Ashley, CATS

21. What are they? • Because • Little • Caught • Comfortable • All are recognisable, because they are phonetically spelt Moira Ashley, CATS

22. Auditory spelling problems • Chased • Framer • Telosped • Kifa • polonical Moira Ashley, CATS

23. Answers • Much more difficult to decipher because the speller has tried to remember the appearance of the word, but has mixed up or omitted letters and has no awareness of the sound. • Chased- 2 letters out of place • Farmer- ditto • Telescoped- middle syllable missed when copying from board • Knife- can you see why?! • Phonological- what may have happened here? Moira Ashley, CATS

24. In the learning environment: how you can help • The following activities may cause problems for dyslexic students. Think of ways you could help minimise these problems. • Dictation • Copying from whiteboard, powerpoint, OHT • Copying from printed matter • Reading silently / aloud Moira Ashley, CATS

25. In the learning environment: how you can help • Reading / analysing graphical/statistical material • Drawing graphs, maps etc. • Structuring written and oral assignments • Proof-reading own work • Understanding verbal instructions • Remembering a set of instructions / sequence of tasks Moira Ashley, CATS

26. In the learning environment: how you can help • Carrying out a sequence of tasks • Managing time both within class and for private study • Revision for internal and external tests / exams • Time-constrained activities including exams Moira Ashley, CATS

27. Useful addresses etc. • Welsh dyslexia project: www.welshdyslexia.info/edgair • www.dyslexia-adults.com • www.adshe.org.uk Moira Ashley, CATS