Overview

 Introduction
 What’s Dyslexia
 Strengths and weaknesses
 Simulation Test
 Role and Responsibilities of the SNO
 Teaching Suggestions
 Successful Dyslexics
An Introduction to Dyslexia
 Greek term
 It means difficulty(dys) with words (lexis)
 Also known as Specific Developmental Dyslexia
What’s Dyslexia?
 A neurological- based specific learning difficulty
that is characterised by difficulties in one or
more of reading, writing and spelling.

 Accompanying weaknesses may be identified in

areas of language acquisition, phonological
processing, working memory, and sequencing.

 Occur in learners with normal intelligence.

What Causes Dyslexia?
 Many theories but no consensus on the exact
cause
 Research confirms that it can run in the family
 More common in males than females (4:1)
Areas of Weaknesses
Language Acquisition
 There is evidence to suggest that dyslexics have difficulty
learning additional languages.
Phonological Processing Difficulty
 Most common difficulty in dyslexics
 Difficulty in learning the relationship between letters and
sounds.
Working Memory
 Poor ability to hold information in their short term memory
 May affect mental arithmetic, remembering long list of
instructions, learning phonics and developing vocabulary
Sequencing
 Problem sequencing letters and sounds
Areas of Strengths
 Good reasoning skills
 Creative
 Think in big picture and multi-dimensional way
 Visual and kinaesthetic learners
Indicators of Dyslexia in
Primary Learners
General
 Poor processing speed for spoken and/or written
language
 Poor concentration
 Difficulty following instructions
 Forgetful of words
Indicators of Dyslexia in
Primary Learners
Written work
 Poor standard of written work compared to oral
ability
 Poor penmanship
 Messy work with many cancellations
 Letter reversals
 Inconsistent spelling of the same word
 Letter confusion
 Unusual sequencing of letters or words
Indicators of Dyslexia in
Primary Learners
Reading
 Slow, inaccurate or labored oral reading
 Difficulty in blending letters together
 Difficulty in establishing syllable division
 Strange pronunciation of words
 Expressionless reading
 Deletion/addition of words
 Failure to recognise familiar words
 Poor comprehension of text
Indicators of Dyslexia in
Primary Learners
Numeracy
 Number order and/or symbols confusion
 Difficulty with information in sequential order
 Difficulty in memorising formulae
 Find mental arithmetic at speed very difficult
Indicators of Dyslexia in
Primary Learners
Time
 Difficulty learning how to tell time
 Poor general awareness of time and time-keeping
 Confuse concept such as yesterday, today or
tomorrow
 Poor personal organisation
Indicators of Dyslexia in
Primary Learners
Behaviour
 Employ work avoidance tactics
 Tend to dream in class
 Easily distracted
 Disruptive or withdrawn
 Show excessive tiredness
Simulation Test

Have a go.
The big brown fox had no dinner.
Such was the quality of his existence
Approach to learning
 As learners with dyslexia are often “whole picture
thinkers” ,they need to know how their new
learning fit in with what they already know.
 They often have excellent visual – spatial skills,
and like to attach information to images
 They learn best through multisensory approach
Role and Responsibilities of
SNO
 Provides specialized remediation in withdrawal
setting
 Provides in-class support
 Screening of at –risk pupils using Dyslexia
Screening Kit (Junior)
 Sets Individualised Education Plan
Role and Responsibilities of
SNO
Remediation Programme
Based on Orton-Gillingham principles
Language based
Cognitive
Structured, sequential and cumulative
Simultaneously Multisensory
Diagnostic and prescriptive
Emotionally sound
Role and Responsibilities of
SNO
In-class Support
 Remind/prompt pupil to stay on-task, pay
attention and participate
 Help pupil to follow class routine
 Help pupil to understand lesson content
 Withdraw pupil for time-out if disruptive
 Communicate pupil’s need to teachers
Role and Responsibilities of
SNO
Screening Test (Dyslexia)
 Use DST-J (Dyslexia screening toolkit-Junior)
 Collect supporting documents including work
samples, checklist or other informal assessment
done
 Work closely with EP, LSC, teachers involved and
level head for special needs
Role and Responsibilities of
SNO
 Provision of skill training to pupils
 Provision of peer training and support
 Communicate with parents of child’s progress
 Prepare teaching and learning resources
 Share/discuss with teachers about strategies,
support and creating a special needs friendly
environment for the pupils
Pre-Screening Procedures
 Get samples of pupil’s work
 Issue teacher and parents checklist
 Issue consent form to parents for approval to
conduct screening
 Dyslexic at risk will be referred to EP
Teaching Suggestions
 Sit the child in front
 Provide structure of lesson in advance
 Instructions should be sequenced clearly. Do not
give too many instructions at once.
 Avoid giving instructions while pupils are reading
or copying.
 Get pupils to use highlighters to highlight key
points
 Provide time to think, organise and complete
Teaching Suggestions
 Provide positive feedback encouragement and
praise to boost self-esteem
 Involve peers who are
-mature
-helpful and sympathetic
-willing
-able to work within capabilities
Successful Dyslexics
Leornardo da Vinci
Believed to suffer from
dyslexia & ADD. He wrote his
notes backwards,right to left
in mirror image and his
manuscript contain many
spelling errors characteristic
of dyslexia
Thomas Edison
Was thrown out of school at
12 because he was thought to
be dumb. Terrible in maths,
words and speech and unable
to focus.
Successful Dyslexics
She remembers
being called dumb
and stupid because
she had a lot of
problems reading.
She went on to be
nominated for an
Oscar…

Whoopi Goldberg