{"id":674,"date":"2024-01-09T15:35:01","date_gmt":"2024-01-09T15:35:01","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/?page_id=674"},"modified":"2025-09-22T15:10:04","modified_gmt":"2025-09-22T14:10:04","slug":"dyslexia","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/support-for-learning\/neurodevelopmental-conditions-and-learning-differences\/dyslexia\/","title":{"rendered":"Dyslexia"},"content":{"rendered":"<p><strong>What is Dyslexia?<\/strong><\/p>\n<p>The Scottish Government\u2019s working definition of dyslexia:<\/p>\n<p><em>\u201cDyslexia can be described as a continuum of difficulties in learning to read, write and\/or spell,<\/em> <em>which persist <\/em><em>despite the provision of appropriate learning opportunities. These difficulties often<\/em> <em>do not reflect an individual&#8217;s cognitive abilities and may not be typical of performance in other<\/em> <em>areas.<\/em><\/p>\n<p><em>\u00a0<\/em><em>The impact of dyslexia as a barrier to learning varies in degree according to the learning and<\/em> <em>teaching environment, as there are often associated difficulties such as:<\/em><\/p>\n<ul>\n<li><em> auditory and\/or visual processing of language-based information<\/em><\/li>\n<li><em> phonological awareness<\/em><\/li>\n<li><em> oral language skills and reading fluency<\/em><\/li>\n<li><em> short-term and working memory<\/em><\/li>\n<li><em> sequencing and directionality<\/em><\/li>\n<li><em> number skills<\/em><\/li>\n<li><em> organisational ability<\/em><\/li>\n<\/ul>\n<p><em>Motor skills and co-ordination may also be affected.<\/em><\/p>\n<p><em>\u00a0<\/em><em>Dyslexia exists in all cultures and across the range of abilities and socio-economic<\/em><\/p>\n<p><em>Background. It is a hereditary, life-long, neurodevelopmental condition. Unidentified, dyslexia is<\/em> <em>likely to result in low self esteem, high stress, atypical behaviour, and low achievement.<\/em> <em>Learners with dyslexia will benefit from early identification, appropriate intervention and targeted<\/em> <em>effective teaching, enabling them to become successful learners, confident individuals, effective<\/em> <em>contributors and responsible citizens.\u201d <\/em>(Dyslexia Scotland Website, 2016)<\/p>\n<p><strong>What support might look like<\/strong><\/p>\n<p>Support will look different for every child, but common supports for dyslexia can include:<\/p>\n<ul>\n<li>use of visuals, including visual timetable, alphabet strips, word mats etc.<\/li>\n<li>&#8216;chunking&#8217; of learning\/ repetition\/ adult support and\/or prompting<\/li>\n<li>dyslexia friendly texts<\/li>\n<li>coloured overlay or jotter<\/li>\n<li>ICT to support learning i.e. Clicker, Word or Immersive Reader<\/li>\n<li>targeted interventions such as Word Wasp, Toe by Toe, Code Cracker etc.<\/li>\n<\/ul>\n<p><strong>Resources<\/strong><\/p>\n<p><a href=\"https:\/\/dyslexiascotland.org.uk\/\">https:\/\/dyslexiascotland.org.uk\/<\/a><\/p>\n<p>Excellent resources for a child who has literacy difficulties or has been identified as dyslexic. Follow on social media to be alerted about free local events.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is Dyslexia? The Scottish Government\u2019s working definition of dyslexia: \u201cDyslexia can be described as a continuum of difficulties in learning to read, write and\/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual&#8217;s cognitive abilities and may not be typical of performance in other areas. &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/support-for-learning\/neurodevelopmental-conditions-and-learning-differences\/dyslexia\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Dyslexia<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":21549,"featured_media":0,"parent":987,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-674","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/pages\/674","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/users\/21549"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/comments?post=674"}],"version-history":[{"count":5,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/pages\/674\/revisions"}],"predecessor-version":[{"id":1010,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/pages\/674\/revisions\/1010"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/pages\/987"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/largowardps\/wp-json\/wp\/v2\/media?parent=674"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}