Dyslexia

‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling’ (Sir Jim Rose 2009)

It is best seen as a ‘signpost’ pointing to what needs to be done to help a person learn and not as a ‘label’.

Dyslexia is a continuum, not a distinct category and it is not a medical condition that can be ‘cured’ or ‘treated’. Early identification is important so that children do not get left behind by their classmates as they learn to read and write. Sometimes difficulties are obvious but some children manage to hide their difficulties and end up stressed, tired and unmotivated. It is not unusual for dyslexic people to start to learn to read but progress tends to slow down. Writing and spelling cause difficulties. Sometimes dyslexic people are labeled ‘lazy’ or ‘careless’ especially if the person appears able in other areas.

Dyslexic people may have problems with receiving sensory information through vision or hearing and holding it and structuring it in the brain. There can be difficulties in retrieving information later or there may be problems with the speed of processing information. Dyslexia occurs across the normal range of intellectual abilities.

There may be difficulties with aspects of language, motor co-ordination, maths, concentration and personal organisation. Sometimes there are behavioural problems when children become disruptive in the classroom because they cannot understand or carry out activities due to unidentified dyslexia.

Dyslexia seems to be more of a problem in English speaking countries because the language is more complex and opaque. We have many phonically irregular words e.g. ‘said’ which is impossible to sound out like the word ‘cat’ and many other confusing words e.g. bow (and arrow) bow (greeting) and bough (tree).

Inherited genetic factors are important and other family members are often affected. Until the last part of the 20th century dyslexic learners would often be written off as ‘backward’ or ‘thick’ but thankfully attitudes have now changed and most schools are much more aware of dyslexia.

People with dyslexia respond to multi-sensory teaching which can be provided in the classroom. All learners respond well to multi-sensory teaching, not just dyslexics. Sometimes additional individual support is required e.g. to revise basic phonics, develop better reading strategies and study skills. Resources such as laptops, dictaphones, specialist software, visual checklists, specialist pens, pencils or coloured overlays can be useful.

It is helpful to know about how a person learns so that teaching methods can use the learner’s strengths and help to compensate for the difficulties. This is why assessment is important.