What is Dyslexia?
It is estimated that dyslexia affects around 10% of the British population, so in any given classroom there are likely to be at least 2 or 3 children who have some form of dyslexia.
Our understanding of dyslexia has only really developed over the last 30 years – before then a dyslexic student was just labelled as ‘slow’ or ‘thick’. It’s not just about reading and spelling, dyslexics can also have difficulty with some or all of the following;
• Handwriting
• Sequencing
• Memory
• Processing
• Maths (although this can be a difficulty that occurs on its own know as dyscalculia)
• Organisational skills
• Fine motor co-ordination ( e.g. hand control when using a pen)
There is nothing ‘wrong’ with being dyslexic; it’s just a different approach to thinking and processing information. However, given the way our education system is set up, dyslexic pupils usually have to work harder than most just to try and keep up with their peers, trying to cover up or compensate for their difficulties.
Since dyslexia can appear in many different forms across the ability range, and appear from mild to severe it is seen as a sliding scale rather than a specific category – this also makes it harder to diagnose and explains why there is no miracle ‘one-stop’ cure that fits all! Some children are mildly dyslexic, meaning they can appear to be coping well with school but with a little extra support could excel further.
Other children are more obviously severely dyslexic and for them school is a daunting and frustrating place. This can lead on to other behavioural problems as they look to avoid facing up to the fact that they are struggling. For these children extra targeted support and intervention can make a life-changing difference.
If only all this was known 30+ years ago many other generations of children could have been helped!
• Handwriting
• Sequencing
• Memory
• Processing
• Maths (although this can be a difficulty that occurs on its own know as dyscalculia)
• Organisational skills
• Fine motor co-ordination ( e.g. hand control when using a pen)
There is nothing ‘wrong’ with being dyslexic; it’s just a different approach to thinking and processing information. However, given the way our education system is set up, dyslexic pupils usually have to work harder than most just to try and keep up with their peers, trying to cover up or compensate for their difficulties.
Since dyslexia can appear in many different forms across the ability range, and appear from mild to severe it is seen as a sliding scale rather than a specific category – this also makes it harder to diagnose and explains why there is no miracle ‘one-stop’ cure that fits all! Some children are mildly dyslexic, meaning they can appear to be coping well with school but with a little extra support could excel further.
Other children are more obviously severely dyslexic and for them school is a daunting and frustrating place. This can lead on to other behavioural problems as they look to avoid facing up to the fact that they are struggling. For these children extra targeted support and intervention can make a life-changing difference.
If only all this was known 30+ years ago many other generations of children could have been helped!