{"id":332,"date":"2025-12-28T21:22:12","date_gmt":"2025-12-28T21:22:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/?page_id=332"},"modified":"2025-12-28T21:22:12","modified_gmt":"2025-12-28T21:22:12","slug":"dyslexia","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/dyslexia\/","title":{"rendered":"Dyslexia"},"content":{"rendered":"<h2><span style=\"color: #008000\"><strong>What is dyslexia?<\/strong><\/span><\/h2>\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>\u00a0<em>which persist\u00a0<\/em><em>despite the provision of appropriate learning opportunities. These difficulties often<\/em>\u00a0<em>do not reflect an individual\u2019s cognitive abilities and may not be typical of performance in other<\/em>\u00a0<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>\u00a0<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>\u00a0<em>likely to result in low self esteem, high stress, atypical behaviour, and low achievement.<\/em>\u00a0<em>Learners with dyslexia will benefit from early identification, appropriate intervention and targeted<\/em>\u00a0<em>effective teaching, enabling them to become successful learners, confident individuals, effective<\/em>\u00a0<em>contributors and responsible citizens.\u201d\u00a0<\/em>(Dyslexia Scotland Website, 2016)<\/p>\n<p><span style=\"color: #008000\"><strong>What support might look like in school<\/strong><\/span><\/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>\u2018chunking\u2019 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><span style=\"color: #008000\"><strong>Support and information for parents and carers<\/strong><\/span><\/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","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,\u00a0which persist\u00a0despite the provision of appropriate learning opportunities. These difficulties often\u00a0do not reflect an individual\u2019s cognitive abilities and may not be typical of performance in other\u00a0areas. \u00a0The impact of dyslexia &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/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":25652,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-332","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/pages\/332","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/users\/25652"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/comments?post=332"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/pages\/332\/revisions"}],"predecessor-version":[{"id":333,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/pages\/332\/revisions\/333"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/springfieldprimaryschool\/wp-json\/wp\/v2\/media?parent=332"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}