Dyslexia Awareness

1.1: Dyslexia, for example:

• a specific learning difficulty (SpLD) that primarily affects reading, writing, spelling
• neurological in origin
• unrelated to intelligence
• often involves difficulties with processing language, verbal processing speed, phonological awareness

1.2: Key characteristic, for example:

• difficulty with reading fluency, decoding words
• struggles with spelling, grammar, written expression
• poor short-term memory
• difficulty with organisational skills
• challenges with phonological processing, for example, identifying sounds in words

2.1: Typical signs, for example:

• frequent spelling mistakes
• difficulties learning new words
• slow or inaccurate reading/difficulty understanding text
• strong listening skills in relation to written and maths tasks
• struggles with following instructions/sequencing tasks

2.2: Different methods of assessment, for example:

• observations of academic performance by teachers or parents
• screening tests to highlight potential indicators, for example, phonological awareness tests
• review of developmental and medical history, for example, early developmental milestones, for example, when they started talking and relevant medical history
• review of educational history, for example, reviewing school reports, previous interventions, and general academic performance
• review of family history to determine if dyslexia or other learning difficulties run in the family, as there may be a genetic link

3.1: Social, emotional and behavioural effects, for example:

• social, for example, difficulty making friends due to communication challenges, seeming isolated, fear of being judged, feeling socially immature compared to peers
• emotional, for example, low self-esteem, frustration, anxiety, negative self-image, feelings of inadequacy
• behavioural, for example, avoiding tasks involving reading or writing; possible withdrawal, disruptive behaviour, perfectionism; setting unrealistic goals to prove worth, leading to burnout

3.2: Affects learning, for example:

• difficulty understanding written instructions
• slow pace in completing tasks or assignments
• struggle with working memory and concentration, such as holding multiple pieces of information in the mind, often leading to frequent rereading
• ability to retrieve information quickly, processing speed
• problems with spelling, grammar, punctuation in written work

4.1: Different ways to support, for example:

• use of assistive technology, for example, text-to-speech software, word processors
• breaking instructions into smaller, manageable steps
• providing extra time for tasks/assessments
• using multisensory teaching methods, for example, visual, auditory, tactile activities
• encouraging the use of tools, for example, coloured overlays, reading rulers

5.1: Key sources of information, advice and guidance, for example:

• charities/organisations, for example, British Dyslexia Association (BDA), Dyslexia Action – resources, training, advocacy
• educational support services, for example, local education authorities, school SENCOs (Special Educational Needs Coordinators)
• online resources/helplines, for example, Understood.org or local dyslexia support groups
• publications, for example, books, articles, guides on strategies for managing dyslexia
• specialist practitioners, for example, NHS, Educational psychologists, speech and language therapists, dyslexia assessors