So it appears that Johnny’s difficulty at school and college may be because of dyslexia. Angela Parker has been advising us on the storyline. She outlines the challenges that students with dyslexia face, explains the support that can be given, and has encouraging words for those faced with this difficulty.
Dyslexia is the name given to learners who mainly struggle to read and build upon their literacy skills effectively. There is no clear-cut definition. Every individual identified will have a unique profile of strengths and weaknesses.
Dyslexia is said to affect about 10% of the population. Of this, for 4% the severity will be high. The level of severity can be determined often by the learner’s response to specialist teaching and intervention. Sometimes there will be a marked improvement. But for those with severe dyslexia there may be very little improvement in acquiring even the most basic literacy skills.
60% of learners who have dyslexia will also struggle with Mathematics. This is because many of the cognitive features associated with Dyslexia can affect the ability to learn Maths.
Many learners with Dyslexia have deficits in:
Long term weaknesses in memorising facts and step-by-step procedures.
- Working memory
- Sequencing difficulties
- Difficulties with many aspects of language, especially awareness of the sound structure of words
While these are the core deficits, other typical features of dyslexia can include:
- Aural perceptual and/or memory weakness
- Visual spatial weakness and poor left-right orientation difficulties
- Visual perceptual difficulties and/or visual memory difficulties
Strengths
However, those with dyslexia will have varying strengths too. They are often able to see the bigger picture and are good problem solvers. They can be artistic and creative, hardworking, dedicated and very practical. So it is important to look for these individual strengths and make them part of the plan for future development and learning.
Indications
Signs and symptoms differ according to the age it is first suspected. My experience relates to the current storyline in the series where Johnny has failed to gain a C grade for his GCSE English and Maths and is having to retake them as part of his Agriculture course.
These are the sort of classroom behaviours that may lead us to suspect that a student has dyslexia:
- Their handwriting may be untidy, illegible, incorrectly formed, reversed, or may use disproportionately sized letters or words.
- They may adopt an awkward position when writing and be unable to keep within the lines. They often also have problems presenting and structuring written work.
- They may be poor and/or reluctant readers and will avoid this through various behaviours. At this age, it be may be more acceptable to be the class clown, get into trouble or withdraw completely than admit to others they cannot read and understand information.
- Organising their time and following timetables could also be a problem. They may in fact have little concept of time at all and may arrive late persistently.
- Dyslexic students are often forgetful. Learners may frequently forget pen, pencils, kit, arrangements, deadlines etc.
- They also often appear to be incapable of following and completing a list of instructions or directions in the classroom.
All of these behaviours will have huge implications on their learning and the need for reinforcement. Alternative learning styles and methods will need to be put in place for these students to reach their full potential.
Prospects
In the short time I have been identifying and supporting learners with dyslexia, many have gone on to achieve highly within their chosen career paths. One is now working as a lawyer, another is a veterinary nurse, several are working within the media industry and many in land-based occupations.
Often they are extremely hard working and determined, although this can sometimes be hidden within the stress and anxiety caused by the problems presented to a learner with dyslexia. But with the right support, intervention and teaching strategies a person with Dyslexia is just as able to achieve and be successful as any other learner.
Angela Parker PG Dip SpLD/Dyslexia, BDA APS, Patoss APC is the Specific Learning Difficulties /Dyslexia Assessor at Bridgwater College, Somerset.
More information and advice for Dyslexia and other Specific Learning Difficulties:
- British Dyslexia Association
- Dyslexia Action
- Patoss (for teachers of students with Specific Learning Difficulties)
