Features of dyslexia

• Dyslexia tends to run in families, which suggests a genetic link.
• Dyslexia is on of the most common specific learning disabilities (SpLD) affecting about 10% of the population. 
• Dyslexia has a neurological basis and is independent of overall intelligence.
• Dyslexia is a lifelong condition and can make learning difficult.
• Dyslexia affects a child’s ability to process, remember and organise information.
• Young children may struggle to learn to read, write and spell.
• While students can have strong oral abilities they may find it difficult to record their learning in writing.
• Students may struggle to get started with work and show difficulties with organisation and presentation.
• Some children and young people may have low self-esteem and appear reticent to learn.

Managing dyslexia

• It is important to understand that there is a specific reason for student’s difficulties with processing information.
• Early identification and assessment is crucial.
• The effects of dyslexia varies and no two people will have the same strengths or weaknesses.
• To reduce anxiety and improve motivation personalise learning support and make adaptations according to a student’s needs.

Early identification and assessment

• Early identification of specific learning difficulties will reduce anxiety.
• Support will vary according to a student’s assessment profile but may include use of aids such as coloured paper, coloured overlays, reading rulers or assistive technology.

Help with organisation

• Target support to identify an individual student’s strengths and weaknesses.
• A clear and predictable daily routine can help develop independence.
• Print out homework tasks or give out homework at the start of the lesson and allow time for students to seek clarification.
• Prompts to remember appropriate resources and help organising work and notes are helpful.

 Help in class

• To reinforce the spelling rule follow a structure i.e. ight flight sight night.
• Encourage and make time for proof reading work. This helps the student notice spellings mistakes and encourages them to self-correct.
• Do not put a student on the spot to read aloud. Instead, give them time to prepare.
• Before the lesson, explain what is going to be taught and then end with a summary.
• It is important to find ways to reinforce learning through repetition and revisiting topics.
• Copying large chunks of text from a board is a challenge. Print out notes or a cloze text with key words for insertion.