About dyslexia
Everybody is different and dyslexia will affect everyone in different ways. Understanding dyslexia can be difficult for adults as well as children so it is important to talk about it, even if you don’t know all of the answers.
Tell your child that dyslexia has nothing to do with intelligence. They are not ‘stupid,’ but they learn in a different way. Dyslexia affects around 1 in 10 people. It can be quite mild, or severe. There are lots of things that can help children/young people with dyslexia do well in education, enjoy their hobbies and get a good job. Dyslexia should not hold anyone back from doing whatever they want to.
Children/young people can experience different emotions when they are told that they have dyslexia. Some feel relieved to find out why they have been struggling with their learning. Others may feel worried, angry, or embarrassed. They may feel ‘different’ to their peers.
There can be positive things about dyslexia
- Strong visualisation skills (good for art, science, crafts, engineering)
- Strong problem-solving skills
- Seeing the bigger picture
- Spotting the odd one out
- Improved pattern recognition
- Good spatial knowledge
- Picture thinkers
- Sharper peripheral vision
- More creative
Other things can be hard for a child/young person with dyslexia
- Poor memory, organisation and sequencing problems (putting things in order, or following patterns)
- Difficulties with reading, writing, spelling and sometimes maths
- More time and extra effort are needed to do things which can be very tiring
- Children/young people with dyslexia can have good/bad days for no apparent reason
- Many children/young people with dyslexia have low self-esteem
It is important to stress that there are ways around these things
- Dyslexia can be passed on through families. Relatives with similar difficulties can talk to the child/young person about strategies that they have used to help themselves
- Talk about dyslexia in a positive way
- Let your child know that you don’t have all of the answers because everyone is different but that you will find out together
- Find information from books, the internet and people who have an interest or understanding of dyslexia • Ask your child what they find easy, as well as what is difficult
- Look at different tasks and try to work out why something is easy or hard. Try to work out ways together of using strengths to help with those activities that are more challenging
- Talk about other things with your child. Dyslexia is only a small part of who they are. They will have other interests too
- Make sure that their school has all of the information that they need about your child
- Help the child/young person to write about, or say what dyslexia means to them and what others can do to help/support them. Share this with school
- Include siblings and other family members in discussions, so that they understand the positives and negatives and can help. If they are supportive, older brothers or sisters could hear the child/young person read or help with homework. Make sure that siblings do not tease. Be very careful if younger siblings are working at a higher level than the dyslexic child. Do not ask younger siblings to hear the child/young person read, as this will really harm their self-esteem
SEMH and Learning Team
Address: PO Box 15, Coventry, CV1 5RRWhat do I do if I think my child / young person needs testing for dyslexia?
If you have concerns over your child, the first stage is to speak with their class teacher or the School SENCo.
- Schools will firstly try to support your child in the classroom and maybe through smaller group intervention.
- In fact, in Coventry, this MUST happen first before any diagnosis can be given.
- This is because dyslexia is classed as a legally defined disability, and as such, guidance must be followed before testing can take place.
- Children under 7 years of age cannot be tested for this reason.
Dyslexia assessments are carried out in line with the Code of Practice, following a graduated approach, with regular reviews of progress.
Coventry has developed the Literacy difficulties / Dyslexia Pathway, [https://www.coventry.gov.uk/social-emotional-mental-health-learning-team/supporting-children-young-people-dyslexia-home/6] which should be followed.
Checklist for a dyslexia assessment
Questions to be considered:
- Has the pupil had a sight test within the last year, (preferably within the last 6 months)
- If there are concerns around hearing, has the pupil had a recent hearing test?
- If there are concerns around speech and language, has the pupil had a speech & language assessment?
- Has the pupil had an initial learning assessment?
- Has this been reviewed?
Paperwork to be completed:
- Updated Summary of Literacy Support form – by teacher AND SENDCo
- Updated parental questionnaire – by parents [https://www.coventry.gov.uk/downloads/file/39567/parents-questionnaire-for-children-with-literacy-difficulties]
- Visual Difficulties Screener – by parents [https://www.coventry.gov.uk/downloads/file/39566/visual-difficulties-screening-questionnaire]
- If the pupil is not known to SEMHL an electronic CIF must be completed as well – by SENDCo
All paperwork must be received before an assessment can take place.
SEMH and Learning Team
Address: PO Box 15, Coventry, CV1 5RRDyslexia identification
The assessment itself may involve observing your child in their learning environment, talking with key adults involved with your child's learning, and asking your child to take part in a series of tests. These tests may examine your child's: reading and writing abilities. language development and vocabulary.
As there's no single test that can diagnose dyslexia, a number of different tests are used alongside a range of factors that are considered, such as:
- Your child's development, educational issues and medical history. The SEMHL Specialist teacher will likely ask you questions about these areas in the form of a questionnaire sent home by school. Also, the SEMHL Specialist Teacher will want to know about any conditions that run in the family, including dyslexia or any other type of learning disability.
- Questionnaires. The provider may have your child, caregivers or teachers complete other questionnaires also. Your child will be asked to take tests to identify reading and language abilities.
- Vision and hearing tests. These can help determine whether another disorder may be causing or adding to your child's difficulty reading. The tests that are necessary to diagnose Dyslexia cannot be started without an up to date hearing and vision check (within one year).
- Psychological evaluation. The provider may ask you and your child questions to better understand your child's mental health. This can help determine whether social problems, anxiety or depression may be limiting your child's abilities.
Tests for reading, spelling and other academic skills. During an assessment the assessor will carry out a series of tests to explore aspects of underlying ability such as:
- Reading, writing and spelling
- Handwriting and fine motor skills
- Underlying learning skills: phonological awareness, speed of processing and memory, speech and language and auditory processing.
There is usually an informal chat before the assessment to gather a little more background information and help put your child/young person at ease.
What should my child expect in these tests?
A series of tests will be undertaken to establish the strengths and barriers your child/ young person may be experiencing. These tests will take place by a Specialist SEMHL Teacher. These will be carried out during the school day spread usually over two sessions (or two days). This may be over a two week period or within one week, depending on how your child/young person copes with the testing process.
All tests will take place in a quiet and private room within the school and any equipment needed will be provided.
Your child/young person will be permitted breaks if needed. Some of the tests are under timed conditions and examples are given to help your child understand what is expected of them and ensure instructions have been understood before the official testing begins.
Tests may be amended or discontinued if the Assessor feels the child is struggling too much, and the aim will always be to ensure your child/young person feels at ease and able to do their best in this situation. This isn’t an exam so there is no “pass” or “fail” - the intention is to help highlight the person’s individual style of learning or working and what does/doesn’t work for them.
We recognise that this may be a stressful and tiring process for them, and within the parameters of the testing rules, will do our best to build a relationship with your child so they feel comfortable.
The aim is
- To formally identify dyslexia (if this is supported by the test results)
- To collect information about reading, spelling and writing skills.
- To identify whether there is a clear discrepancy between general level of ability and reading and writing attainment.
- To consider other factors which may be affecting learning.
- To identify whether any Reasonable Adjustments will need to be made in order for a person to fully access the curriculum and exams.
What happens next and what should I expect?
- Regardless of whether a formal identification is given or not, a report will be written to outline the process of the assessment and what was found, along with recommendations for school and any other agencies if required.
- School will receive a copy of this report and will then pass this onto you as the parent/carer.
- If you would like to discuss this report in more detail, the Specialist teacher linked to the school may be available on the School’s request and agreement.
Treatment
There's no known way to correct the underlying brain differences that cause dyslexia. However, early detection and evaluation to determine specific needs and appropriate support / intervention can improve success. In many cases, such support can help children become competent readers.
Educational techniques
Dyslexia is supported using specific educational approaches and techniques, and the sooner the intervention begins, the better. Evaluations of your child's reading skills, other academic skills and mental health will help the SEMHL Specialist Teacher develop an individual teaching program if this is deemed necessary.
Teachers may use techniques involving hearing, vision and touch to improve reading skills. Helping a child use several senses to learn — for example, listening to a taped lesson and tracing with a finger the shape of the letters used and the words spoken — can help in processing the information.
Support focuses on helping your child:
- Learn to recognize and use the smallest sounds that make up words (phonemes)
- Understand that letters and strings of letters represent these sounds and words (phonics)
- Understand what is read (comprehension)
- Read aloud to build reading accuracy, speed and expression (fluency)
- Build a vocabulary of recognized and understood words
SEMH and Learning Team
Address: PO Box 15, Coventry, CV1 5RRDiscussing dyslexia with your child
It is important to discuss your child’s reading and writing challenges, during a quiet moment in a place where they feel relaxed, rather than while they are stressed, trying to complete a piece of homework.
What you could say:
"I’ve been talking to your teacher today about how well you are doing in… and how hard you work in all of your other lessons. I know that literacy is still really hard for you. Let’s have a chat about it."
Explain what dyslexia means
Your child needs to know that dyslexia may present challenges. But make sure that they know that they are as clever as their peers who don’t have it and that they are not alone.
What you could say:
"I know that you struggle with reading sometimes. You have a difficulty called dyslexia. That’s a big word which explains why some children and adults find it hard to learn to read, write and spell. You are as clever as other people, but your brain just works a little differently. There are lots of other children who have trouble learning to read! And dyslexia doesn’t stop you from being great at other things such as…"
Use accurate language
Specific words can help this ‘thing’ causing your child’s reading and writing issues feel more defined and manageable.
What you could say:
"You may have heard the word dyslexia at school. Now we know that you have dyslexia, we can use that word too. Soon we will start working with your teachers to create an individualised Education Plan or IEP for short. It will list your goals for reading and writing and say how your teachers are going to help you reach them."
Explain how the teachers at school are going to help
Children/young people with dyslexia may worry that their teachers think that they are not trying. They need to know that their school understands their challenges and has ways of helping/supporting them.
What you could say:
"I know that some of your lessons are really hard because of all of the reading and writing that you have to do, but schools are always finding new ways of helping pupils. Your teachers want to help you to succeed and they know lots of different ways to do it. We will be meeting with school regularly and you will be invited too. That way we can all work together to find the best ways to help and support you, in moving forward."
Let your child know that you are there for them
Your child probably wonders whether you realise how much dyslexia affects their everyday life. Show them that you understand and support them.
What you could say:
"I know that your dyslexia affects all kinds of everyday activities like reading the rules of a new board game, or reading the menu when we go out. But I’m so proud of you for always working hard, wanting to learn and do well, even though dyslexia can make that trickier. I will always help you to get the help and support you need."
Discuss sibling relationships
Because children/young people may receive extra attention from adults they sometimes worry about how their brothers and sisters view them.
What you could say:
"Your sister sees how hard you’re working with your reading. She knows that I need to spend a little more time with you. If the tables were turned, I would do the same for her. I will make sure that she understands that."
Offer guidance on how to talk to friends
Your child’s classmates may be familiar with their learning differences but friends from outside school probably aren’t. Let the child/young person know that you will help them to work out how to discuss their dyslexia if and when they want to.
What you could say:
"It’s up to you if you want to talk about your dyslexia with people. If you don’t want to get into a deeper discussion with someone, you can just say: It’s not that I can’t learn to read. I just need to learn in a different way."
Reassure your child about the future
Your child needs a safe place to raise their concerns about growing up with dyslexia. Ask about their hopes and aspirations. Do they want to go to university? Do they have a dream job? Discuss the possible ways of achieving this. Let the child/young person know that they will be able to lead a full adult life.
What you could say:
"It’s perfectly normal to wonder how dyslexia may affect you when you are an adult. I believe you will have lots of opportunities to pursue your passions. Your difficulties with reading and writing won’t disappear, but with determination and hard work, I’m confident that you can achieve your dreams."
SEMH and Learning Team
Address: PO Box 15, Coventry, CV1 5RRWays you can support your child
- Find out as much as you can about dyslexia, so that you can talk about it with the child/young person and answer any questions that they may have.
- Look out for signs of emotional stress. Many children/young people with dyslexia can feel frustrated or angry. They can demonstrate low self-esteem or become withdrawn. Before reading, writing and spelling can be improved, your child needs to believe that they can succeed.
- Your child will need constant praise and support to build self-esteem and self-confidence. It is very important for the child/young person to know that there is someone who believes in them and is supportive.
- Never compare the child/young person’s schoolwork with their siblings. They will probably already be aware that they are not doing as well. If the sibling is younger this can be very detrimental to their self-esteem.
- Don’t get angry when things are lost, or homework is forgotten. The child/young person cannot help it and may already feel worried or upset that they have been unable to remember. Help them to become more organised by introducing strategies, such as:
- providing checklists and visual diaries.
- Set routines.
- Colour-code their timetable so that lessons can be seen easily.
- Get them to pack school bags the night before and put them by the front door.
- Establish a place where everything must be put away straight after use.
- At the beginning of each school year, meet with your child’s class teacher. Make sure that they know about the child/young person’s dyslexia and the ways that they can help and support them.
Books and resources that can help
- So you think you’ve got problems – by Rosalind Birkett Dyslexia
- Talking it through – by Althea
- Brian has dyslexia – by Jenny Leigh
- My little brother – by Chieko Tateno
- Dyslexia explained – without the need for too many words – by Nessy.com Help!
- My Child has Dyslexia – A Practical guide for Parents – by Judy Hornigold
- Dyslexia – A Teenager’s Guide – by Dr Sylvia Moody
- The Teenage Guide to Stress – by Nicola Morgan
- Dyslexia: A Parent’s Survival Guide – by Christine Ostler
- CBBC Newsround ‘My Dyslexic Mind; - a special programme about dyslexia. [http://www.bbc.co.uk/newsround/20783005]
- British Dyslexia Association [http://www.bdadyslexia.org.uk]
- Communication 4 All [http://www.communication4all.co.uk]
School is not always an effective place for those with dyslexia to learn.Having this time at home gives dyslexic students the chance to learn
in ways that are better suited to their needs and to explore new and different ways of working
- Technology designed to teach reading skills using multi-sensory techniques and other more dyslexia-friendly teaching methods can be tried. I have included some suggestions for you on the attached document.
- Learning will be more productive if Multi-sensory, fun and in short bursts.
- Having a hobby outside of school is healthy for any student, but for those who find school hard, it is even more valuable. Now is a great time to learn new things, with so many organisations offering expert content for free.
Look out for signs of emotional stress
Consequences of dyslexia are frustration, anger, low self-esteem or becoming withdrawn.
Before reading and spelling can be improved your child needs to believe they can succeed.
People with dyslexia need constant praise and support to rebuild self-esteem
Whether it’s a parent, teacher or friend, it’s important to have someone who believes in you and is supportive. Help build your child’s confidence and see the results in their new mentality towards learning.
Organisation strategies
A person with dyslexia is likely to find it difficult to organize/organise everyday tasks.
- Provide checklists. Set routines.
- Colour-code tasks / information so that this can be seen at a glance.
- Establish a place where everything must be put away immediately after use.
Spelling strategies
Many schools still teach spelling using a traditional method of ‘Look, cover, write, check’ but this does not work for those with dyslexia.
- Mispronounce the word the way it is spelled For example, ‘want’ say ‘w…ant’. This is good for silent letters and for ‘Wed…nes…day’.
- Link the word to a picture - A picture is more readily remembered and acts as a visual clue. For example, ‘first’ is often misspelled as ‘ferst’. Draw an ‘i’ winning a race and say ‘I come first’. They will remember the picture of the ‘i’ which is the part of the word which is forgotten.
- Mnemonic - For example, to remember the word ‘does’ say “does Oliver eat spaghetti?” The first letter of each word spells the word ‘does’. Drawing a funny picture to reinforce the strategy. Try to start the mnemonic with the word you want to remember.
Writing strategies
A vital skill to develop before writing is learning to express ideas clearly and simply. Read a small bit then ask them to tell you about it in as few words as possible. Someone with dyslexia needs much more time to complete writing tasks.
- Plan using key words - People with dyslexia need a visual plan to help structure their ideas. Before starting a writing task, make a list of ideas using only one or two words for each bullet point. When writing, each point can be expanded into a sentence. Cross it off the list as it is written.
- Use a computer rather than writing with a pen - This will help with speed, spelling and legibility. Dancemat is a free online touch typing program which if followed will teach your child to type in an interactive fun way. Now is a great time to develop such a skill. Typing is one that will help with writing and spelling and is an advantage in later life for the workplace.
Reading Strategies
Try not to get stressed about reading issues. Take a positive approach instead. Rave about books and ensure adults are seen reading.
- If they give a book a go and don’t like it, don’t insist they finish it.
- Remember children with poor recall may find multiple readings of the same text helpful.
- Ask the child to cover all the words they can’t read on one page with a finger. Not enough fingers? The text is too difficult.
- Reading aloud to children boosts memory, vocabulary and listening skills. There’s no ‘right’ age to stop. Follow the text with your finger as you read, and let your child read a few words themselves.
- To improve understanding, chat about how you picture the story, characters and setting, and discuss illustrations.
- When the child reads to you, get them to pause when they are stuck on a word. After a second, read it out. If you make them puzzle it out, they’ll lose track of the story.
- As you read, create simple thumbnail drawings in the margin beside each point - Many people with dyslexia focus so much effort upon the mechanics of reading that they cannot remember what they have read. When you look back the pictures will help remember what you have read.
- Build up words by uncovering part at a time - Encourage your child to use their finger or a small card to reveal a word in chunks. Build up the word by syllable and learn to recognize prefixes and suffixes.
- Use a coloured background- Some people with dyslexia experience a ‘glare’ when reading black text on a white background. This can make it difficult to focus and tiring to read. Try laying a sheet of coloured acetate over the page to see if it helps.
- After a short burst, take over the reading to provide a rest period. - Discuss what you have read to make sure it is understood.
Memory Strategies
- Picture thinking - People with dyslexia usually think in pictures. Use this strength by visualizing the thing you want to remember. When revising a topic make a page of drawings to represent the main points.
- 2. Give no more than two instructions at a time. - e.g. put your bowl in the dishwasher then brush your teeth. To make it more memorable the dyslexic should repeat it back or visualize doing the action.
- Reinforce learning with actions and multisensory activities. - See it. Hear it. Say it. Do it
SEMH and Learning Team
Address: PO Box 15, Coventry, CV1 5RRDyslexia pathway
Monitor progress
If the pupil is falling behind age-related expectations in literacy, there will be an intervention by the class teacher. Progress will be reviewed on a half-termly basis. If the pupil remains a concern, a skills assessment will take place.
Skills assessment
A further assessment within the school will be monitored by SENCO. The school will implement the agreed actions. Then there will be a review(s) of progress.
If the pupil makes good progress from this point, the school will monitor progress.
If the pupil remains a concern, a comprehensive assessment will begin.
Comprehensive assessment
There will be an assessment by EP or SEMH&L Team. The school will implement the agreed actions and will complete review(s) of progress at follow-up assessments.
If Dyslexia is not identified, the child may be signposted to other agencies who can support or may be referred for a skills assessment.
If Dyslexia is identified, the child/parents will be signposted to other agencies who can support.