All About Dyslexia/Specific Learning Disorder in Reading)

 

As part of a new series on additional learning needs, I will be sharing with you some descriptors of common learning difficulties and some hints and tips on identification of such needs and on supporting children for whom you have some concerns.

Dyslexia is a specific learning difficulty affecting a person’s information processing ability which in turn affects acquisition of literacy skills. People with dyslexia have trouble reading fluently and may struggle with reading comprehension, spelling, and writing. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.

 

Dyslexia is not related to general intelligence. In order for any specific learning difficulty to be diagnosed, the individual’s difficulties must not be better explained by developmental, neurological, sensory (vision or hearing), or motor disorders and must significantly interfere with academic achievement, occupational performance, or activities of daily living.

 

The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) (APA, 2013) does not use the word dyslexia, instead listing a specific learning disorder with impairment in reading. For reading disorders, the nature of the abilities which are partially or totally compromised are then named (word reading accuracy, reading rate or accuracy and/or reading comprehension).

 

As the term ‘dyslexia’ remains widely used amongst parents and in schools, I continue to use it in this blog post.

Consensus as to the prevalence of dyslexia has not been reached, and there is wide discrepancy in the rates suggested, with incidence estimates varying from 5% – 17%. Dyslexia is 2-3 times more prevalent in males. For a long time, this was thought to be due to higher referral rates for boys; other research suggests however, this rate is correct and relates to differences in male and female dyslexic brains, with females thought to use both hemispheres for language tasks while males use just the left. You may be interested in this video which further discusses dyslexia and the brain.

 

What are some of the Indicators of Dyslexia?

 

Long before a child begins to learn to read, there are signs we can look out for which may indicate a child who will experience difficulties with the reading process. If your child experienced delayed speech and demonstrates any of the following difficulties, having ruled out a hearing or vision issue, it may be helpful to have a chat with their teacher about ways to support him/her. Please not that issues with phonological processing can be a marker for an articulation disorder or for dyslexia. If there is a family history of late reading or poor spelling, attending to any difficulties as early as possible becomes even more important.

 

 

Early indicators to watch out for include:

 

 

As your child begins to learn to read, indicators to watch out for include:

 

 

Beyond language, reading, writing and spelling tasks, general indicators may include:

 

 

 

What are the Causes of Dyslexia?

 

Dyslexia appears to have a genetic component. It tends to run in families. Risk factors include:

• A family history of dyslexia or other learning disabilities;

• Being born prematurely or of low birth weight;

• Exposure to alcohol, drugs or infection in the womb;

• Individual differences in the parts of the brain related to language and reading.

 

How is Dyslexia Diagnosed?

 

If a child demonstrates persistent difficulties with language acquisition or learning to read, it is advisable to talk to your child’s teacher as soon as possible. You may find it helpful to download the checklists above to use as the basis for a discussion with your child’s teacher.

 

Alternatively, other checklists are available online at:

• Dyslexia Screener for Preschoolers

• School Age Dyslexia Screener

• Lexercise Dyslexia Screener

 

The school may recommend a referral to an Educational Psychologist who will undertake further testing to establish if the child has a specific learning disorder

 

In diagnosing a specific learning disorder in reading, psychologists use a variety of tests to determine the child’s functional reading level and compare it to reading potential, which is evaluated by an intelligence test. (S)he will then provide further guidance to school and parents on supporting the child. This should take into account your child’s individual talents, needs, and interests.

 

 

How is Dyslexia Treated?

 

An early diagnosis can make a big difference in a child’s life as they learn to understand the reason for their difficulties and they (and those working with them) are given strategies and tools to help them. Whilst mastering reading, writing and spelling may always be more challenging for children with dyslexia, it is not impossible.

 

How Can I Help my Child?

 

If you have any concerns about your child’s language and/or reading development, there is lots you can do to help. Long before an assessment is undertaken, if you have concerns about your child’s progress, try the recommendations listed below. As the earliest opportunity, make an appointment to discuss your concerns with his/her teacher. (S)he should be able to provide more tailored guidance on ways to help your child and outline additional supports to be provided by school.

 

• Sing songs and recite nursery rhymes and poems.

• Play word games.

  • Make up silly rhyming words.

  • Say words slowly – can your child tell you the word you are saying?

  • Can your child break words up into parts, e.g., clapping syllable ba-nan-a or saying component sounds hot = /h/ + /o/ + /t/?

• Read aloud to your child, discuss books, re-read books, encourage your child to read for pleasure and to read to you and model being a reader for him/her.

• Listen to audio books and have your child read along with them.

• Discuss the stories you read together and ask questions about the characters, plot, and predictions as to what may happen.

• Have your child retell what has happened so far. Use pictures or sentence strips to sequence events if needs be.

• Remember to include more accessible materials e.g., graphic novels and comic books in your child’s reading diet.

• Get to know your child’s teacher and establish ways of working together in order to support your child.

• Help your child with organisation by using visual timetables and planners and supporting him/her with planning such that they can meet deadlines and have all the materials they need for school.

• Find out what supports will be put in place at school and ways you can reinforce this at home.

• Explore the use of technology to help your child, e.g., online dictionaries, spell-check, and text-to-speech software.

• Remind your child of all those with dyslexia who lead/have led very successful lives and them of the many skills and talents those with dyslexia often exhibit, e.g., innovative thinkers, intuitive problem solving and creative thinkers.

• If your child receives a diagnosis of a specific learning difficulty, talk to teachers about the recommendations made in the report. To meet your child’s educational needs, some of the following may be advised:

  • A quiet work space;

  • A specific phonics-based  intervention*;

  • Extra time to complete tests;

  • The option to record lessons;

  • The option to give verbal rather than written answers;

  • Elimination of oral reading in class;

  • Exemption from foreign language learning;

  • Access to technology to support their learning;

  • Appropriate accommodations/supports if your child has difficulty with mathematics.

 

 

*Phonics-based interventions that effectively support children with reading difficulties usually have the following features:

• They are intense – sessions are regular and frequent over a sustained period and take place individually or in small groups;

• Explicit teaching of decoding skills using a multi-sensory method is employed;

• Regular repetition and review of skills in undertaken;

• Drilling of sight words takes place;

• Pupils are taught comprehension strategies to enable them to derive meaning from text.

• Pupils may be taught study skills to enable them to become more effective learners.

 

Dyslexia isn’t something that people grow out of but, with appropriate supports, we can enable children to face and overcome their difficulties.

 

Your child may enjoy this video about dyslexia.

 

Please do not hesitate to ask any questions you may have.

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