'Dyslexia' is a Greek word which means 'difficulty with words'.

 

It is a lifelong condition and affects around 10% of the population.  It occurs in all races and backgrounds, regardless of ability. Its effect varies from person to person.

 

Some people with dyslexia can read and spell fairly well, although this has sometimes taken a good deal of effort to achieve.  Underlying factors which affect the dyslexic learner are to do with the way that phonological information is processed, along with the impact of possible memory and speed of processing difficulties. Dyslexic learners can use a host of skills and strategies to help themselves compensate for their difficulties and can often appear to be very tired or 'zoned out' due to the sheer effort of maintaining their learning skills.

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It's often feeling that something "doesn't fit" - for example, having a verbally able student who can't put their thoughts down on paper or who might avoid reading.

 

Indicators:

Written work

• Works well verbally but can't put this down in writing.

• Difficulties in organising their work.

• Work which may be unreadable, or very brief.

• Difficulties with spelling which are resistant to support and intervention.

• Confusion with similar looking letters.

• Mixing up spellings e.g. was / saw

• Attempts at spelling may not make sense.

• Works hard to learn for a spelling test but cannot retain what they have learned.

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Reading

• Finds it hard to understand what they are reading - does not retain meaning.

• Reads "word to word" without expression.

• Avoids reading / avoids homework with a reading element.

• Makes slow progress and may need targeted support learning to read high frequency words.

• Finds comprehension tasks very challenging.

• Has difficulty in other aspects of the curriculum linked to reading tasks.

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Numeracy

• Mixes up +  x symbols, etc.

• Finds it hard to learn their times tables.

• Has difficulty working on tasks with a sequence.

• Finds it hard to read worded questions.

• Forgets information as they work on mental maths tasks.

• Concepts linked to time and time keeping can be difficult.

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There may also be behavioural difficulties such as task avoidance or "class clown".  The young person may be easily distracted, forgetful of routines and belongings.

Many people with dyslexia report being extremely tired.

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As students progress through education, their difficulties may be masked  as they find ways to compensate, often tiring significantly or taking much more time than peers.  Some students continue to face significant challenges due to their learning difference.

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