Count Me In : Responding to Dyslexia : Effects on Learning

Explanations of Dyslexia and its Effects on Learning


	Terminology
	Definitions
	Ability and Creativity
	Effects on Learning
	Learning Styles and Dyslexia
	Self-esteem
	Knowing it’s Dyslexia and Informing Classmates
	The Curriculum

Identification & Assessment

Responding to Dyslexia

Further Reading and Sources of Advice

Effects on Learning

Some children are more affected by their dyslexia than others. This is because dyslexia represents a continuum of difficulties and of need. The range varies from mild to extremely severe. In its most severe form, dyslexia can cause a child to have tremendous difficulty in trying to access literacy so that he/she will be seen to be failing in reading and writing. At the other end of the continuum a child could have mastered the process of reading quite well but struggle with spelling in written work.

For the reasons referred to above, the identification of dyslexia is difficult as no two children who are dyslexic will present the same set of difficulties. The following profiles are examples of two very different learners although both are dyslexic. George is moderately dyslexic with difficulties confined to reading and spelling with his oral language being very good. Derek is severely dyslexic and also dyspraxic. His dyspraxia affects his handwriting because of poor fine motor skills and in P6 he found writing an almost impossible task.

PROFILE 1

GEORGE – PRIMARY 5

George is extremely bright orally. He is good at Maths, attaining level B in National Targets. However, he has great difficulty with reading and spelling.

In his early years at school, it became obvious to George that he was not making the same progress as his peers. He became very anxious and his self-esteem was badly affected. He was referred to the Educational Psychologist early in Primary 4 and was identified as having dyslexic difficulties.

As a result of the assessment, it was suggested that intervention was necessary. In liaison with the Learning Support teacher, the Class Teacher implemented a structured phonics programme using a multi-sensory approach and he received additional support for learning two or three times a week in a small group.
He made good progress and moved from Level A to Level B in English Language at the end of Primary 4, in line with National Targets.

He now uses ICT to help him with writing and spelling. He has an *Alphasmart with *Co-Writer on it. He also receives additional support with spelling, using a *multi-sensory approach.
The difference in George’s self-esteem is marked. He is aware that he needs support, has a good understanding of his difficulties, and is confident in requesting help.

* the asterisked terms are located in Appendix 1.

Profile 2

DEREK – PRIMARY 7

Derek has quite severe dyslexic difficulties. He is also dyspraxic.

He has good understanding of what he reads but has great difficulty with handwriting, due to poor co-ordination and poor fine motor control. He also has difficulty with Spelling and his short-term memory is very poor.
He has received and continues to receive a great deal of support from the *Network Support Teacher and in previous years he also received support from an *SEN Auxiliary. He uses a structured phonics programme with a *multi-sensory approach and a structured reading programme.

Last year his motivation was poor and he found writing almost impossible.

He began using ICT with *Storybook Weaver for writing and an *Alphasmart with *Co-Writer. This has vastly improved his motivation to write and the content of his writing. He loves using *Storybook Weaver.
He also uses the *Spellmate Software Program to learn the spelling of common words.

In addition he has helped Primary 1 children with reading, as part of a *Paired Reading Programme. He loves helping younger children and this has really boosted his self-esteem.