Cognitive · Dyslexia

What is it?

Dyslexia is a neurological condition which impacts on the ability to process information and to form relationships between language and literacy. Students may have difficulty reading aloud and make frequent omissions and substitutions. As a result they may read and re-read with little comprehension. Such students may have been sent for vision tests which reveal no problem with eyesight. Typically, these students will have difficulty with sequences eg letters within words, words within sentences and following instructions in order.

What causes it?

Most people with dyslexia appear to be born with it although some acquire it through accident or illness. There is a strong genetic link.

Incidence

Dyslexia affects approximately 10% of the population in very mild to moderate forms. It affects more boys than girls.

Medical Considerations

Dyslexia is not related to intelligence; each person will have an uneven profile of skills. In some cases it occurs with dyspraxia, attention deficit disorder and dysphasia.

Characteristics

Dyspraxia affects the ability to process information ie. receiving, storing and manipulating ideas. It impacts on reading, writing and mathematics. Some common characteristics include:

• Difficulties in organisation
• Poor concept of time
• Difficulties with maps and directions
• Problems with multi-tasking eg listening and writing at the same time
• Difficulty carrying out instructions
• Poor motor control eg handwriting
• Reading problems

Support

People with dyslexia may be highly developed in problem solving, creativitiy and verbal skills. Develop an understanding of the student’s unique profile of skills and abilities in order to capitalise on strengths.

Further Information

Dyslexia Australia

Lesson Preparation & Materials

• Students may have trouble with writing or copying due to an unusual pencil grip. Provide alternatives as handwriting varies or is illegible.
• Consider planning alternate versions of physical tasks if necessary.
• Be specific with directions as they may have confusion with left/right, over/under.
• Incorporate hands-on experience, demonstrations, experimentation, observation, and visual aids.

Teaching Strategies

• Students may present as extremely disorderly or compulsively orderly. Provide support at either extreme.
• Symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health. Aim to provide a structured and routine classroom environment.
• Student will be confused by letters, numbers, words, sequences, or verbal explanations. Provide additional tutoring and peer support during literacy tasks.
• Investigate technical support and computer programs which provide compensatory benefits eg speech to text programs.
• Student may complain of feeling or seeing non-existent movement while reading, writing, or copying. Investigate the benefits of coloured paper. Reflex Blue is commonly used.
• Consider group reading or audio recordings of written texts to boost comprehension.
• Concentration problems are common due to the physical demands of participation in lessons.
• The student may have extended hearing; hearing things not said or apparent to others. Reduce auditory distraction.
• The student may have difficulty putting thoughts into words. They may speak in halting phrases; and stutter under stress. Don’t insist on students presenting verbally to peers.
• Incorporate visuals as student thinks primarily with images and feeling, not sounds or words.
• May experience significant problems with mathematics. Provide support and specific tutoring.

Feedback & Assessment

• Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words. If possible, mark the student for understanding rather than accuracy.
• While the student may have a high IQ, they may not test well academically. Consider alternate assessments, eg verbal rather than written.
• Consider the use of a writer during assessments.

Classroom Management

• Students may experience dizziness, headaches or stomach aches while reading. Be vigilant.
• Beware of behaviour linked to academic difficulties. Students may develop attention-seeking behaviours or become withdrawn.
• Beware of physical activities – student may have an unusually high or low tolerance for pain.
• Some may have a strong sense of justice. Emotionally sensitive, the student may need particular tact during correction.

Peers & SLSOs

• Consider peer mentors and SLSO support to relieve student of literacy pressure.
• Allocate specific roles to group tasks.
• Ask for student volunteers to read but don’t force students with dyslexia to read in front of peers.
• Students can be enlisted to clarify directions.

Have I...

• Arranged for special provisions in assessment tasks – writer, extra time, separate supervision?

• Colour-coded key terms and concepts?

• Provided assistive technologies?

• Displayed unit outlines, objectives and schedules in the classroom?

• Issued materials prior to the lesson for student to preview?