Notes

Dyslexia

Hereditary
Affects Reading Writing Processing speed phonological awareness auditoray processes, exécutive function, Working memory
différs from one Person to another
Reading and Writing Can be improved
screening assesments
The process of reading exhausts them

signs 6-7

struggle to learn letter sounds and names
Cant Sound out or blend
Has not yet learned the alphabet
Reversing_ letters
Struggles to learn toread , Will take much longer Phan other Children May leave out letters or substitute Similar LooKing Words skip over Words or lines, Read a Word and not recognise it further down the same page
Spelling difficulties
Writing letters in a différent order
Adding extra letters
Using the Wrong vowel Sound
High fréquency Words Will be difficult
Exhausted after reading and writing
Mixing up Sounds
falling behind
Aparent with dyslexia
Delayed speech

Signs 8 +

Reading difficulties : Losing Place, skipping lines, missing Words, Missing letters, slow speed
Forgetting what has been said, Not recognising the same Word
Spelling difficutties :Mixing the séquence, omitting letters, Adding extra letters, Spelling as it Sounds
Forgetting how to Spell Words already learned

Writing difficutties: Forgetting ponctuation , writing long rambling sentences, not noticing errors when proofreading, Unable To organise all their ideas, Not Knowing how to get started
Copying Will be slow and inaccurate, Witten Work shows Signs of uncertainty
Slow poorly formed handuriting , Cant write on the horizontal lines of The page, not starting at the margin bclt sloping off

Doesnt know the order of the alphabet
sequencing difficulties

low self- confidence
Avoiding Writing or reading aloud
Forgetting What They've been told
Reversing numbers and letters
Mixing op left and right
Math difficulties

Phonological and phonemic awareness

the ability to identify and manipulate sounds
diffuclties:
manipulating sounds, sound descrimination, rhyming, identifying syllables, blending sounds, mixing up sounds
saying the wrong thing can make someone feel stupid

strategies:
stretching sounds from slow to fast, use pictures, use actions, smaller chunks, speech therapy techniques, voice recording, memory triggers, patience

working memory

difficulties:
blending sounds especially long words, following sequence of instructions, counting backwards, mental arithmitic, dictated information, reading for comprehension

strategies:
chunking, repetition and rehearse, name each step of the process, identify the most important information, writing problems out having a record to refer to

Executive function

part of the brain that help you stay organised, when where how

Rapid automatic naming RAN

test to identify dyslexia

they name items as quickly as they can
difficulties with
timed tasks, quick decoding, reading speed, rapid spelling, recalling maths facts, word finding
produces less written work

strategies:
assign half as much written work, set personal targets for timed tasks, challenge them to defeat their own time extra time may be given

Auditory processing

remembering what they have learned, short term auditory memory
more time is needed to understand

difficulties:
need repeated instructions, verbal sequence memory, short concentration, distracted by noise, note taking, oral spelling,

strategies:
limit instructions, link to a picture, pause between sentences leaves them time to process information, sit closer to the sound, practise rhyming and segmenting

teaching approach

rebuilding self esteem: explain dyslexia,
individual needs,
encouragement and praise
small steps
systematic explicit phonics
over-learning, stay on same topic for longer
strategies provide a different way of learning
understanding how dyslexics learn

strategies for dyslexia:
rhyming, mnemonics, mispronouncing saying a word as it is spelled, syllables, chunking, linking pictures

The science of reading

phonics only are not enough
mechanics of reading:
helping children sound-letter correspondences, decoding, synthesising, morphology

Five pillars of literacy:
Phonemic awareness, phonics, fluency, vocabulary, comprehension

structured literacy
evidence-based programs and approaches that are aligned to the IDA knowledge and practice standards
structured synthetic phonics
balanced literacy and whole language not effective for children with dyslexia