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Indications of Dyslexia
The discrepancy between what the pupil finds difficulty with compared to their ability may be one reason why the presence of dyslexia could be investigated. For instance, a learner with dyslexia may perform well orally and demonstrate good verbal knowledge of a subject, however they may also find it difficult to plan and represent this in writing.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]
How this could present
Remember that not all of these indications may be present and should not be used as a ‘checklist’ to confirm or deny the presence or absence of dyslexia. Other assessments would also need to be carried out by qualified staff using screening tools and assessments.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_tab_nav type=”five-up” float=”top”][x_tab_nav_item title=”Written Work” active=”true”][x_tab_nav_item title=”Reading” active=”false”][x_tab_nav_item title=”Numeracy” active=”false”][x_tab_nav_item title=”Behaviour” active=”false”][x_tab_nav_item title=”Other areas” active=”false”][/x_tab_nav][x_tabs][x_tab active=”true”]The pupil may:
- show a greater discrepancy between their standard of written work compared to their oral ability
- produce handwriting of poor quality, which is difficult to read with ill-formed letters and / or reversals
- produce handwriting which is neat, but takes a long time to complete
- use poor punctuation and grammar
- use a mix of upper and lower case letters
- write a large amount but go off track from the subject
- create short written work which lacks detail because the pupil copes by reducing their vocabulary and / or sentence length
- find it very difficult to organise their work and belongings
- experience difficulty completing tasks on time
[/x_tab][x_tab active=”false”]The pupil:
- struggles to read aloud
- omits, repeats or adds extra words
- reads at a reasonable rate, but has a low level of comprehension
- fails to recognise familiar words
- misses a line or repeats the same line twice
- loses his place – or uses a finger or marker to keep the place
- has difficulty in pin-pointing the main idea in a passage
- finds difficulty using dictionaries, directories and encyclopedias
[/x_tab][x_tab active=”false”]These indicators may also be present with someone who has dyscalculia, although the presence of these in a pupil who has dyslexia does not automatically indicate they have both conditions.
The pupil may:
- struggle to remember times tables or basic number sets
- have greater problems with sequencing
- confuse signs such as multiply symbol ‘X’ for plus ‘+’ sign
- be able to think at a high level in mathematics, but need to use a calculator for simple calculations
- misread the words present within maths questions
- find mental arithmetic at speed very difficult
- struggle to remember formulae
[/x_tab][x_tab active=”false”]If your learner has a cluster of these difficulties together it could suggest that dyslexia should be investigated. Consult the SENCO who will be able to begin the assessment process. The pupil may:
- have negative responses to school, or certain lessons
- give up easily
- put off tasks
- have trouble remembering equipment, lessons, homework and appointments
- exhibit responses that seem immature
- exhibit clumsiness
- be disorganised
- become excessively tired
[/x_tab][x_tab active=”false”]Some people with dyslexia may have trouble with laterality. They may not have a dominant side and switch between left or right hand or feet.
They may:
- confuse left and right
- be unable to decide which hand to use
- struggle to name objects
- be unable to process at speed
- misinterpret complex questions
- be unable to carry out a list of instructions, but able to perform individual tasks
[/x_tab][/x_tabs][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_blockquote cite=”What it was like learning to write.” type=”left”]Emma’s story [/x_blockquote][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_image type=”circle” src=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/Emma.png” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_audio_player src=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/emma-Q1and2.mp3″ advanced_controls=”true” preload=”metadata” autoplay=”false” loop=”false”][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_accordion][x_accordion_item title=”Audio transcript” open=”false”]Question
Emma, what do you remember about what it was like learning to read and write?
Emma
Reading was fine because I have always had a reading age above average, I’ve loved books from a very young age. Writing, that was really hard, it took me a long time to learn to write properly. Once I’d learned the basics, getting into joined-up writing was really hard, because it didn’t make sense to my head when looking at it.
Question
When you found things difficult with writing compared to your classmates, how did that make you feel?
Emma
At primary school it wasn’t really that noticeable because everybody is still learning, but in secondary school, it made me stand out more, more noticeable. People could see that I was a bit more different, and as you know, kids don’t like anyone that’s different and they would give you a hard time over it. There were some who were understanding, but a lot weren’t and it made you feel different, that there was something wrong with you and that you were a bit of a freak.[/x_accordion_item][/x_accordion][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]
Assignment
Identify a child in your class who you think might be showing dyslexic tendencies. Make a list of any indicators that fit those of dyslexia.
- List the strategies you are currently using to support the child in your lessons and review.
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