Dyslexia


Dyslexia comes from the Greek language and means 'difficulty with words'. Dyslexia is characterized by difficulties in processing word-sounds and by weaknesses in short-term verbal memory. Its effects may be seen in spoken as well as written language.

Dyslexia is what is known as a specific learning difficulty and is caused by variations in the areas of the brain that deal with language. Evidence suggests that dyslexia results from differences in how the brain processes written and spoken language but in common with many issues affecting the brain this is not yet fully understood.

Brain-imaging scans show that when dyslexic people try to process information their brains work differently to those without dyslexia. Dyslexia can be diagnosed in people of all levels of intelligence. About four per cent of the population have severe dyslexia, while a further six per cent experience mild to moderate problems. Inherited or genetic factors are important in dyslexia and other family members are often affected.

People with dyslexia often have a persistent difficulty with literacy, particularly reading, spelling, handwriting and punctuation, despite progress in other areas. They may mispronounce common words or reverse letters and sounds in words. Children often show signs of difficulties in concentration, organisation and in remembering sequences such as numbers or days of the week.

Dyslexia is not the same as a problem with reading. Many dyslexic people learn to read but have continuing difficulties with spelling, writing, memory and organisation.  There are, on the other hand, people whose difficulties with reading are not caused by dyslexia. Dyslexia often causes problems with maths: many dyslexic people have difficulties with arithmetic and with the learning and remembering of numeric information.

To determine whether a child is dyslexic a full diagnostic assessment by a psychologist or specialist dyslexia teacher will be carried out. Here are some indicators that a child may be showing if they are dyslexic to some degree. The check list is particularly appropriate for children aged 7 and over. Children younger than 7 may still be learning these skills and needing more time to conquer the basics.

Dyslexic children may:
  • have trouble with sounds in words, e.g. poor sense of rhyme
  • have difficulty understanding time and tense
  • confuse left and right
  • answer questions orally but have difficulty writing the answer
  • have difficulty carrying out three or more instructions in a sequence
  • have sequencing problems.
  • have poor handwriting
  • have particular difficulty with reading or spelling
  • spell the same word several different ways
  • put digits or letters the wrong way e.g. 27 for 72, 6 for 9, was for saw, b for d
  • read a word then fail to recognise it further down the page
  • have a poor concentration span for reading and writing
  • have difficulty in organising work
  • have difficulty in copying accurately
  • may not write much
  • may be inconsistent in their work

Children with dyslexia often exhibit particular ability in sport. They can be creative, imaginative, technical, practical and good at visualising.

There is no cure for dyslexia but recognition of the problem and appropriate teaching methods can help a great deal. Its effects can be minimised by targeted literacy intervention, technological support and changes to ways of working and learning. It is of the greatest importance that children are diagnosed and given the help they need. They need to be taught strategies to cope and find alternative ways of remembering.

Certain specific techniques may help. Depending on the individual, using coloured overlays or working on different coloured papers can lead to significant improvement. Dyslexia need not be a barrier to achievement and success if it is properly recognised within society and steps are taken to provide suitable teaching and training along with compensatory strategies and resources.

Children can be helped to overcome the effects of dyslexia. It is possible to improve literacy skills by using structured, multi-sensory methods. Early intervention is particularly effective. Developing coping strategies through an understanding of individual strengths and weaknesses is important and will significantly help with self-esteem.


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