An Introduction to

Dyslexia for Parents

Anne Main,
Principal of Egham Teaching Centre
24th March 2011

www..dyslexiaaction.org.uk
Overview of webinar
 The role of parents.
 What is dyslexia?
 Signs and symptoms.
 Where to go for help and support.
 Provision.
 How you can help at home.
The role of parents/carers
 SEN Code of Practice (2001)
‘Parents hold key information and have a
critical role to play in their children’s
education.
They have unique strengths, knowledge
and experience to contribute to the
shared view of a child’s needs and the
best ways of supporting them…
The role of parents (cont’d)
 It is therefore essential that all professionals
(schools, LEAs and other agencies) actively seek
to work with parents and value the contribution
they make.

 The work of professionals can be more effective

when parents are involved and account is taken
of their wishes, feelings and perspectives on their
children’s development.
The role of parents (cont’d)
 This is particularly so when the child has
special educational needs.
 All parents of children with special
educational needs should be treated as
partners.’
Paragraph 2:2, page 16
SEN Code of Practice (CofP) 2001
Role of parents - summary:

 Treated as partners
 Contribution valued
 Participation encouraged

 Empowered to play a full & active role

 Mutual trust and collaboration

 Rights endorsed and strengthened

 Involvement in decision-making
 Early identification of children with SEN
 The Role of Parents
 ‘Parents have a key role in supporting children
with dyslexia. This role can be more influential
than that played by the school. Although the
school has a major responsibility for meeting
the needs of children with dyslexia, the
emotional strength needed to cope with
dyslexia and the motivation to succeed can
often come from home.’
Reid G. (2006) Dyslexia: A Complete Guide for Parents.
Rose Report July 2009
 Key findings for parents:

 All parents need to have improved

information about the provision for and
progress made by their children through a
partnership approach and parents working
together with their child’s school.
 The Rose Report also notes that support in
the home is one of the key indicators of
Educational Success
So what is dyslexia?

Try the following quiz…

training.dyslexiaaction.org.uk
What does ‘Dyslexia’ mean?

 Dyslexia = difficulty
with words
 ‘Dys’ means
‘difficulty’
 ‘lexis’ means
language

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Dyslexia – Definition…

From the ‘Rose Review’ 2010

NOTE: This is the most current definition of

dyslexia - it is good because all the dyslexia
organizations came together to agree upon this.
 Dyslexia- Definition…
 Dyslexia is a learning difference that primarily
affects the skills involved in accurate and fluent
word reading and spelling.

 Characteristic features of dyslexia are difficulties in

phonological awareness, verbal memory and verbal
processing speed.
 Dyslexia occurs across the range of intellectual
abilities.

 It is best thought of as a continuum, not a

distinct category, and there are no clear cut-off
points.
 Co–occurring difficulties may be seen in
aspects of language, motor co-ordination,
mental calculation, concentration and personal
organisation, but these are not, by themselves,
markers for dyslexia

 A good indication of the severity and

persistence of severe dyslexic difficulties can be
gained by examining how the individual
responds or has responded to well founded
intervention.
 Attention, Concentration
Planning and regulating

Words, sounds, Spatial Awareness

Memory and Motor-skills and
sequencing co-ordination

Interpretation in context
Social significance

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 Attention, Concentration
Planning and regulating

Attention Deficit Disorder

Words, sounds, Dyslexia Spatial Awareness

Memory and
Dyspraxia Motor-skills
sequencing and co-ordination

Autistic Spectrum
Disorders

Interpretation in context
Social significance

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A cluster of difficulties
Phonological skills
Language Processing
Memory
Sequencing
Motor Skills
Organisation
Literacy
Numeracy
Self-esteem
Behaviour
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Facts and Figures

 1 in 10 people are dyslexic to some degree

 Recent research would indicate that about the

same number of males and females are
affected

 80% of dyslexics have a history of dyslexia in

their family

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Facts and Figures

 Dyslexia is classified as a disability – legal

implications
 It can’t be cured but strategies can be
taught

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 Developing Automaticity in Dyslexic
Learners

Normal learning would Dyslexic learning would

take
take

4 goes 8 goes

9 goes 27 goes

100 goes 1000 goes

The longer the task, the worse the deficit.

Therefore plenty of practice in small bursts.
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 Brain Functions
Left hemisphere Right hemisphere
Concepts

Symbols Colour

Speech & language Music

Sequencing Shapes and Patterns

Sound processing Art

Abstract thinking Creativity

Visualisation
Holistic thinking

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 TAKE IN
SHOW
INFORMATION
UNDERSTANDING

SMELLING
HEARING MAKING
NOTES
WRITING
DRAWING

TASTING
SEEING

ESSAY
TOUCHING DISCARD TALKING and WRITING
PROCESSING DOING
ANALYSING
DOING
SYNTHESISING
SEQUENCING
CHECKING

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Phonological processing
Weakness in phonological processing skills can
cause difficulties with:

 Blending sounds together to make words

(reading)

 Difficulty segmenting sounds in words e.g.

vis i bil i ty (spelling)

 Mispronouncing words (par cark for car

park)

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Speed of Information Processing
 The speed at which someone is able to think through
and respond to simple, routine information e.g.
transcribing lists of numbers. This is not the same as
general ability.
 Slow speed of information processing can make it
difficult:
 To make a rapid decision
 Do routine work quickly
 Respond quickly to a question

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Auditory Short Term Memory
 The ability to remember and repeat a sequence of
verbal information e.g. telephone numbers and
verbal directions.
 Problems with auditory short term memory can lead
to:
 Difficulty with remembering verbal
instructions/information
 Problems with note taking
 Problems with concentration, especially in a busy,
noisy environment
 Poor comprehension of text
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Visual Short Term Memory
Problems with visual short term
memory can lead to:

Poor spelling
Poor basic reading – word
recognition
Getting lost on new routes and
in new buildings

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Working memory
long term memory

short term
(working)
sensory memory
input
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Working Memory
 The ability to remember new information while
thinking about it e.g. mental arithmetic.
 Copying from whiteboards or books
 Making notes / taking dictation
 Remembering facts and formulae
 Poor sense of direction
 Remembering instructions / messages

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Long Term Memory/Retrieval
Difficulties with storage and retrieval in long-term memory
cause problems with:

Word finding “What is it called….?”

Convoluted explanations

Problem with labelling; right/left

Using “Ums”, “ahs” to play for time – repeating the

question

Moving information from short to long term memory

needs many repetitions – a ‘quick forgetter’.
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Sequencing
Problems with sequencing lead to difficulties with:

 Words and sentences order of the!

 Following a sequence of instructions in the correct

order

 Using the alphabet and tables e.g. telephone directory

 Time, days, months and dates

 Organising the correct information in the correct place

e.g. files

 Copying down numbers in the correct order

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 POOR
UNTIDY ORGANISATION OF
TIME and STUDY WORKSPACE

FORGETFUL
BEING IN
THE RIGHT
PLACE AT
THE RIGHT
TIME WITH
THE RIGHT
EQUIPMENT
OLDER CHILD
YOUNG CHILD PERSONAL
POOR
CONCEPT ORGANISATION
OF TIME/
DAYS OF
THE WEEK

MAKING
NOTES
MESSY MEETING
HANDWRITING DEADLINES
LAYOUT
OF WORK STORING
INFORMATION
Auditory Discrimination
Problems with auditory discrimination can cause
difficulties with:
 Mishearing words
 Difficulty identifying the sounds in words e.g
» Remember / rember
» th / f
 Difficulty segmenting sounds in words
e.g. vis i bil i ty

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Visual/Spatial
Discrimination/Perception
A poor memory/recall for visual/spatial detail leads to:
 Confusion of letter and number
shapes e.g. b/d, 2/5
 Mistakes when copying
 Difficulty remembering the visual pattern
when spelling e.g. dependent/dependant
 Losing place when reading text
 Misreading of words e.g. duck/duke
 Poor sense of direction 34
Examples of what some people see.

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The skills of literacy

Skills generation
The final stage - but needs to start early.
Begin to combine basic skills together to access more
complex skills
Spelling
clear articulation
legible cursive script
good visual brain imagery

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Problems with written work
 poor standard of written work compared to oral
ability

 poor handwriting with badly formed letters

 good handwriting but production of work very

slow

 badly set out with lots of crossing out

 words spelled differently in one piece of work

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Writing
Explore alternative forms
 dictaphones & PDA’s
 word processors
 speech recognition software
 text to speech software

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Writing
 Provide a framework for gathering and
recording different kinds of information

 Highlighting and note taking

 Learning of work related vocabulary and

personal dictionaries

 Planning of written work- use mind maps

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Why are dyslexic children reluctant
readers?
 Reading skills
Reading requires simultaneous processing
of:
• symbols
• sounds
• accurate blending
• vocabulary knowledge
• memory for sight vocabulary
• grammar
• sentence meaning

For the dyslexic student, this can be an

overload of information.
Overload!
Reading Problems
 hesitant and laboured reading, especially
out loud
 omitting or adding extra words
 reading at a reasonable rate, but with low
level of comprehension
 failure to recognise familiar words
 missing a line or reading the same line
twice
Reading Problems
 losing the place, using a finger or marker
to follow the text
 difficulty in pinpointing the main idea in a
passage
 difficulty in the use of dictionaries,
directories, encyclopaedias.
Home Support Programme
 What it contains: Stopwatch
DVD
Manual
No Name Alphabet
Lower case alphabet
Vowel Pack
MOTY and DOTW cards
Short Word Endings

What it helps with: 15 exercises for Reading

EX 1-14 Reading
EX15 Sequencing
Maths and dyslexia

 difficulty remembering tables and formulae

 problems with sequencing

 confusing signs such as + and x

 thinking at a higher level in mathematics, but

needing a calculator to work out basic
computations

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Maths and dyslexia

 misreading questions which include

words
 confusing directions – left and right

 finding mental arithmetic at speed very

difficult

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What it feels like to be Dyslexic
 You might think:-
 he’s not listening
 he’s lazy
 he’s not concentrating
 he’s careless
 he’s not checking his work
 he doesn’t look carefully
 he’s being awkward/impossible on purpose
The things dyslexic children might say of
themselves…

'I don't get it.'

'I can't read.'
'I can't remember where I'm supposed to be.'
'I do try.'
'I'm worse than……..'
'My teacher taught a dyslexic boy before and
she says I'm not one.'
'I don't want to be on the special needs table'
'I'm rubbish at everything!'
'It's all my fault.'
Emotional reactions
 Confusion and bewilderment
 Embarrassment, shame, guilt
 Lack of confidence, low self-esteem
 Frustration and anger
 Anxiety, fear and panic
 Despondency, depression and despair
 Relief, determination and hope
Quote from 9 year old girl

“This is vury dificut for me. I luv my mum

and famlee. But I luv my dog most. He
never jujes me ever. He axepts me. I wood
luv to tak him to skool becos the sumwun
wood lik me.”
Worried about your child’s progress?

Possible actions to be taken:

Contact: Local Parent Partnership

Class teacher / Headteacher

SENCo

Governors (Chair/SEN)

Local Education Authority

Dyslexia Action Centres

Actions to be taken:
Attend parent evenings and local centres or
support groups/discuss concerns
Ask the school for:
a meeting by appointment
a copy of the SEN Policy
an assessment
 SEN Code of Practice (CofP) 2001
Graduated response on a register of SEN:
 School Action
 School Action Plus
 Statement of Special Educational Needs

Individual Education Plan

3-4 SMART targets
Specific Measurable Achievable Relevant Timebound
Rose Review 2009
‘Identifying and Teaching Children and
Young People with Dyslexia and
Literacy Difficulties’
http://www.dcsf.gov.uk/jimroseanddyslexia/

Key Findings and Implications of the

Report
Three levels of Assessment
Comprehensive assessment
Wave 3 interventions
Monitor impact of specialist interventions
School Action Plus or Statement of SEN
Parents advised of status and actions

Skills Assessment
Wave 2 interventions
Consider Wave 2 and 3 interventions
If difficulties confirmed then child is at ‘School Action’
Parents informed

Monitor progress
Adapt teaching in the classroom
Wave 1 – Quality First Teaching
Alert parents to concerns
Tips for Parents
 It is most important to maintain or build
confidence and self esteem
 Be encouraging and find things that the child is
good at, such as sports, clubs, to build his identity.
 Praise for effort – Remember how hard it can be
to achieve success in literacy skills
 Provide support for homework (but don’t write
your child’s work or do the maths homework!)
 Work on building confidence in your child’s
strengths
 Help your child to be organised - where possible
the security of a sensible routine
 Encourage hobbies, interests and out of school
activities

 Try to find ways of enjoying books together.

Promote independence and self confidence in
as many ways as you can think of. Where possible
involve your child in finding practical solutions to
problems
 Tackle hard tasks in small steps then you can
both relish the success of each step.

 Be consistent but not unrealistic

 Try to find time to listen

•Give guidance on how to tackle tasks
systematically Dyslexic children often need to
be taught things that other children pick up
without specific adult help. For example:
 how to tidy a drawer
 put things away
 look for something they have lost
 pack their schoolbag
 knot a tie or do up shoelaces (Velcro is a
boon)
 Find a regular time and create routine
 Minimise distractions
 Agree a sensible time limit. Set a timer.
 Short bursts more effective than one very
long session
 Read instructions and long passages
when needed
 Collect any necessary equipment
 Support rather than teach

 Gradually help your child to improve their

listening skills and remember more
instructions

 Humour and laughter help even in the most

difficult situations

 ‘Phone a friend!
Reading tips

 Keep sessions short, light and happy

 Start with short sessions and build up gradually

 Be prepared to stop reading if a book is boring

and change to another

 Try and read regularly to and with your child and

for as long as possible

 Gradually explore a wide range of books and

authors
 Don’t make a child read everything when still
struggling to learn to read

 Even teenagers who can read need a helping

“voice” when overloaded with homework

 Re-read favourite stories

 Use story tapes/CDs as well as books

 Find ways to keep the place on the page

Agree on a small reward if a session has been
particularly tricky.
Reading Rulers
 The ruler is a text highlighter about 150mm in length. It
will fit easily into a pocket or pencil case, or can be kept
in the pages of a book as a bookmark

 It is made of a combination of opaque and transparent

plastic that both underlines the text and highlights it.
These are available through Dyslexia Action Shop Ltd
www.dyslexiaaction.org.uk
Speaking and Listening Tips
 Close your eyes and describe what you both hear

 Play taped stories

 Guess the contents of a container

 Give lists of instructions in game format

 Choose the odd one out : sit/pit/fan/fit

 Encourage conversation with your child

 Use adjectives and encourage use for toys

 Play with rhythm and rhyme

 Don’t Forget!

This is meant to help your child.

Make it fun!
Common Dyslexic Strengths
 Articulate
 Sense of humour
 Curiosity
 Interest
 Creative/ Inventive
 Practical
 Intelligent
 Frequent interest in
science/ computing
Some useful Websites:
www.dyslexiaaction.org.uk
www.bdadyslexia.org.uk
www.thedyslexia-spldtrust.org.uk
www.iamdyslexic.com
www.psykidz.co.uk
Useful books:
Muter and Likierman (2008) Dyslexia: A parents’ guide to
dyslexia, dyspraxia and other learning difficulties.
Vermillion:UK
Rose J (Sir) (2009) Identifying and teaching children and
young people with dyslexia and literacy difficulties. DfE
Reid G (2006) A Complete Guide for Parents
SEN Code of Practice DfES Download
Where to go next?
Speak to the school.
Contact us:
Dyslexia Action Egham Centre or local centre
Phone: 01784 222325
E mail: amain@dyslexiaaction.org.uk

dyslexiaaction.org.uk
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Thank you for listening.

Do you have any questions?

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