What is Dyslexia?
Dyslexia is a difficulty with learning that primarily affects a person’s ability to read, write and/or spell. It can also affect mathematical skills and may impact concentration and organisation skills.
Dyslexia can affect people differently and is often thought of as a continuum with effects ranging from mild to severe. It occurs across all ability ranges and is characterised by impaired phonological awareness, which is the ability to translate sounds to letter patterns and vice versa.
Dyslexia often runs in families and if undiagnosed can damage self-esteem, sometimes leading to low motivation and lack of confidence for learning. However, understanding and overcoming difficulties by using our evidence based strategies helps to break down the barriers that dyslexia can cause.
WHAT SHOULD I LOOK FOR?
Dyslexia can look differently for different people. Below is a checklist from the British Dyslexia Association of possible signs of dyslexia. Click on each skill and read through the difficulties; a high number of signs indicates a greater risk of dyslexia. However, remember a person with dyslexia may not show all of these signs.
HOW TO GET HELP
If you are concerned that you or your child may be dyslexic then we can help. Contact us for a free 30 minute consultation session where we can discuss your concerns and advise next steps. This may involve talking to your child’s school, or the local authority, as a first port of call to see what support is available. We offer full diagnostic assessments that will identify any underlying issues caused by a specific learning difficulty, such as dyslexia.
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- Poor standard of written work compared with oral ability.
- Produces messy work; badly set out with many crossings out and words tried several times, e.g. wippe, wype, wiep, wipe.
- Confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w.
- Poor handwriting with many ‘reversals’ and badly formed letters; uses a poor pencil grip.
- Spells a word several different ways in one piece of writing.
- Makes anagrams of words, e.g. tired for tried, bread for beard.
- Produces phonetic and bizarre spelling: not age/ability appropriate.
- Uses unusual sequencing of letters or words.
- Slow reading progress.
- Finds it difficult to blend letters together.
- Has difficulty in establishing syllable division or knowing the beginnings and endings of words.
- Unusual pronunciation of words.
- No expression in reading, and poor comprehension.
- Hesitant and laboured reading, especially when reading aloud.
- Misses out words when reading, or adds extra words.
- Fails to recognise familiar words.
- Has difficulty in picking out the most important points from a passage.
- Uses work avoidance tactics, such as sharpening pencils and looking for books.
- Seems ‘dreamy’, does not seem to listen.
- Easily distracted.
- Is disruptive or withdrawn.
- Is excessively tired due to amount of concentration and effort required.
- Confusion with place value e.g. units, tens, hundreds.
- Confused by symbols such as + and x signs.
- Difficulty remembering anything in a sequential order, e.g. tables, days of the week, the alphabet.
- Has difficulty learning to tell the time.
- Poor time keeping and organisation.
- Poor motor skills, leading to weaknesses in speed, control and accuracy of the pencil.
- Limited understanding of non-verbal communication.
- Confused by the difference between left and right, up and down, east and west.
- Indeterminate hand preference.
- Performs unevenly from day to day