Dyslexia is a Specific Learning Difficulty ("SpLD") and form of neurodivergence that primarily affects the skills involved in accurate and fluent word reading and spelling. The term was coined by Rudolf Berlin, a German ophthalmologist working in the late 19th century, who realised that some of his patients had significant difficulties reading despite having normal vision. This discovery led to the understanding that Dyslexia concerns brain function and not visual impairment.
Dyslexia characterised by difficulties in phonological awareness, verbal memory, and verbal processing speed but it has no relationship to a person’s overall intellectual ability. It often co-occurs with other forms of neurodivergence such as Dyscalculia, Dyspraxia and Attention Deficit Hyperactivity Disorder ("ADHD") and it is thought that as many as 1 in 10 people in England has some degree of Dyslexia so that in a typical classroom around three children can be expected to experience it.
Typically, Dyslexia is diagnosed by Educational Psychologists or specialist teachers who have received training in SpLD. The process involves a series of assessments that evaluate reading, spelling, and cognitive abilities. As with many Special Educational Needs (“SEN”), early identification is critical to effective intervention.
At school, students with Dyslexia often face significant challenges in addition to difficulties with reading and spelling. These can include:
Problems with writing and organizing thoughts
Slow reading speed and poor comprehension
Struggles with following written instructions
These difficulties, alone or in combination, can result in children devloping low self-esteem and struggling with confidence and self-belief in their academic capabilities. For some children the experience of persistent academic struggles when they are otherwise cognitively able, may lead to frustration and anxiety, and can cause them to disengage in learning and/or display challenging behaviour.
Schools can and should provide various forms of support to help children with Dyslexia succeed; whether or not they have an Education Health and Care Plan (“EHC Plan”). Examples might be:
Structured literacy programmes which teach reading and spelling in a direct, explicit and multisensory way;
Differentiated teaching where lessons are tailored to each child’s unique learning profile, using a variety of tools such as visual aids, auditory repetition and tactile engagement;
Assistive technology tools including text-to-speech software and audiobooks, which enable children to access written material with greater ease;
Adjustments and accommodations to how material is delivered (such as the use of printed notes) and expectations around how knowledge is demonstrated (for example allowing oral answers during tests and providing additional time for written work).
In addition, all teachers should be properly trained on Dyslexia so that they are able to understand how it presents and identify when it might be barrier to learning for a child or young person in their care.
If your child is Dyslexic or you think they might be, SEND Advocacy can provide information, advice and support to help ensure that they receive the correct support. If you need someone in your corner to help you secure the education your child deserves, contact us today
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