What is dyslexia?

Dyslexia is defined by the British Psychological Society (1999) as follows:

‘Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent, despite appropriate learning opportunities. It provides the basis of a staged process of assessment through teaching.’

• Current research evidence suggests that dyslexia can occur in children and young people of all abilities.
• The link between dyslexia and other learning difficulties is not simple. Individuals may have other learning and behaviour problems, or low self-esteem. These problems may occur in some, but not all, children and young people with dyslexia and therefore they are not part of the definition.
• The definition focuses on observed difficulties as there is continuing debate regarding the causes of dyslexia.
• Evidence suggests phonological processing (i.e. the ability to identify and manipulate sounds) is important for success in reading and spelling and is an area where many individuals with dyslexia have difficulties. This is a skill children need to have to become successful readers and starts early with the introduction to nursery rhymes.

Reading and spelling

• Reading and spelling are complex skills that need to be taught. Each child is entitled to learn to read and spell.
• Almost all children and young people can learn to read and spell.
• If a child does not make progress, the teaching needs to be modified.
• Parents/Carers can play a vital role in helping their children learn to read and spell.

Frequently asked questions

Do all children and young people with reading difficulties have dyslexia?

No, other reasons for reading or spelling difficulties include:

• sensory impairment
• missed learning opportunities (illness, absence, school changes)
• quality of teaching/learning experiences

With appropriate instruction these children and young people will progress.

Children and young people with dyslexia will make progress, but it is slow and takes a lot of effort.

What are the most effective approaches for pupils with dyslexia?

• When teaching is matched to current learning, using systematic approaches with small targets.
• Allowing time to learn a skill – from accuracy, to fluency, to application and then generalisation.
• Providing frequent short sessions (little and often).
• Using phonic strategies.
• Using multi-sensory teaching.
• Parental involvement.

Does dyslexia run in families? Is there a gene for dyslexia?

• Literacy difficulties do appear to run in families.
• There is some research evidence suggesting specific genes may play a part.
• It is difficult to separate the influence of genes from that of the environment.
• Children and young people from families with reading difficulties can learn to read.

Don’t children and young people need to be of at least average ability to have dyslexia?

• No, intelligence and dyslexia are separate.
• Some children and young people with low ability are good at reading or spelling.
• Some children and young people with high ability are poor at reading or spelling.
• Dyslexia can occur at all levels of intelligence, in all social classes and ethnic groups.

How do Parents/Carers get their child’s dyslexia acknowledged?

• Schools have the primary role in identification and support. The school’s Special Educational Needs policy should detail provision for literacy difficulties.
• Support is provided in line with the Code of Practice for SEN and Disability (2015) and the Discrimination Act.
• One-off assessments can only provide partial information.
• The school’s Special Educational Needs Co-ordinator (SENCo) can seek advice from local support services.
• Parents/Carers can talk to their child’s teacher or the school SENCo

Should identification of dyslexia trigger specialist teaching?

• Not necessarily - support becomes increasingly specialist to reflect a child’s level of need. There is a continuum of dyslexia requiring differing levels of provision.
• Support is provided at different levels in accordance with the Code of Practice for SEND, and children and young people with significant difficulties would have a SEND support plan specifying support.
• Schools are required to provide good quality classroom teaching and to ensure a dyslexia friendly school environment.
• Specialist training is available locally for teachers and teaching assistants, e.g. in effective interventions and dyslexia friendly schools.
• Advice and support is available to schools from the support services.

Does it need an Educational Psychologist (EP) to get my child’s dyslexia recognised?

• Not necessarily – support is available from Specialist Teachers Inclusion and Intervention Team and EP when appropriate.
• Teachers are trained in National Strategies.
• Emphasis on early intervention.
• Code of Practice for SEN encourages a staged approach to assessment through teaching and early intervention.
• The Local Authority (LA) is providing training in dyslexia for schools.

Multi-sensory Teaching

What is multi-sensory teaching?

It is a method of learning that is often recommended for children and young people with dyslexia. It involves seeing, hearing, speaking, movement of fingers and vocal muscles. It enables learners to use their strengths and at the same time exercise weaker channels.

A multi-sensory approach to spelling

The adult writes the word to be learnt clearly in large letters. Joined handwriting should be used if the child is comfortable with this. The child is then encouraged to follow this routine.

Method

1      Say the word clearly. Say it in syllables or other small bits (re-mem-ber, sh-ou-t).

2 Use plastic letters to make the word. Mix up the letters and make the word again. Do this a few times.

3      Look very carefully at the word. Look for any ‘tricky’ bits (gh in light, ues in Tuesday). Write ‘tricky’ bits in a different colour or think of ways to remember them, e.g. u eat sweets on Tuesday.

4      Trace over the word saying the word as you do so.

5      Turn the word over.

6      Write the word without looking.

7      Turn the card back and check it is correct.

How can Parents/Carers help their child?

• Working closely with your child’s school is important. It is helpful to use similar approaches to the school. Talk to your child’s teacher to discuss how you can support at home.
• Set aside a short daily session (10 minutes is reasonable for a 7 year old).
• The simplest way for Parents/Carers to help is to do some supervised reading every day. Read a book together and help them with difficult words (see paired reading information below).
• When you listen to your child read, don’t be surprised if words are forgotten from one line to the next. Just keep helping and stay patient.
• Your child’s self-esteem may be low. Try to be positive and encouraging rather than critical. Help your child realise what he or she does well and discourage negative attitudes. Try and encourage your child in other areas they are successful and interested in.
• Make learning fun by playing games, such as I spy, rhyming words, e.g. what rhymes with “man?”, counting syllables, e.g. clapping names – Kath-er-in (3 claps).
• Read to your child so that he or she continues to enjoy books.
• It is important that they can access reading material appropriate to their age and interest level, e.g. Harry Potter – if they cannot read this, they would benefit from a parent reading it to/with them or providing CDs. Milton Keynes Library has a good stock of story CDs.
• Help your child with homework and let the teacher know if the work is too difficult or is taking a long time.
• Encourage your child’s independence with remembering equipment, use picture prompts to support if required, e.g. simple timetables.
• If they are keen on IT, then encourage them to use their computers at home. Speak to the school or contact the SEND Inclusion and Intervention Team about useful software.

 

Paired Reading: A Guide for Parents/Carers and Teaching staff

Paired reading has been shown to be one of the most effective ways for a parent to help a child to read.

Reading Together

1 Both you and your child read the words out loud together. Read at the child’s speed. You are modelling good reading for your child.

2 As you read together, read every word. To make sure your child is looking at the words, one of you points to the word you are reading with a finger or card. It’s best if your child does the pointing.

3 When a word is read incorrectly, you say the word correctly, and then have your child immediately repeat the word (they will often do this without prompting).

4 Show interest in the book your child has chosen. Talk about the pictures. Talk about what’s in the book as you go through it. It is best if you wait to talk at the end of a page or section, otherwise your child might lose track of the story. Ask what things might happen next. Listen to your child – don’t do all the talking.

Time

1 Try to do Paired Reading every day for 5 minutes. If your child wants to read longer, a total of 15 minutes is long enough.

2 Select a time that is good for both you and your child. Don’t make him/her do Paired Reading when he/she really wants to do something else.

3 For days when you are not available, train someone else to be a substitute. GrandParents/Carers, older brothers and sisters, aunts, and baby-sitters can be excellent reading role models too.

Place

1 Find a place that’s quiet. Children are easily distracted by noise. Turn off any screens (TV/computers/tablets/phones) radio and music.

2 Find a place that is private. No one else should be in the room. Many families find this a great opportunity for one parent to spend time with just one child.

3 Find a place that is comfortable so both of you can concentrate on the story without having to shift around. This will associate warm and comfortable feelings with reading.

Paired Reading: HOW TO DO IT (continued)

Reading Alone

1 When you are reading together, allow your child to read alone when he/she feels confident and wants to. Agree on a way for him/her to signal you to stop reading along. This could be a knock, squeeze, or tap with the elbow. (Saying “be quiet” or similar words might make your child lose track of the meaning of the story.) When signalled, you immediately stop reading aloud and feel glad that your child wants to be an independent reader.

2 When your child comes to an unknown word, wait five seconds to allow time for him/her to use word attack skills. If he/she reads the word correctly, praise the accomplishment. However, if your child is unable to work it out after five seconds, you say the correct word. Then the child repeats the word and both of you read together out loud until the next signal to read alone. If your child misreads a word, you say the word correctly and have them repeat the word correctly. Then continue with both of you reading out loud together until the child signals again.

3 You may not be able to finish a book or chapter in one sitting. When you start the next day, briefly discuss what happened so far in the story and start reading where you left off.

4 If you finish a book before the end of the time, read the book again. Repeated reading is very good practice. It builds confidence and comprehension.

5 If the book has not been completed by the end of the week, it’s okay. The child is not expected to read every book alone. The focus of Paired Reading is enjoyment of reading together.