{"id":503,"date":"2022-10-30T18:14:31","date_gmt":"2022-10-30T18:14:31","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/?page_id=503"},"modified":"2022-12-01T22:26:35","modified_gmt":"2022-12-01T22:26:35","slug":"dyslexia","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/dyslexia\/","title":{"rendered":"Dyslexia"},"content":{"rendered":"

This page is designed to support families with children that may need support or further information about dyslexia.<\/span><\/h1>\n

Dyslexia 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.<\/p>\n

Children with dyslexia can struggle with the recognition and manipulation of sounds in language. Dyslexia affects a child\u2019s ability to decode words \u2014 to break them down into sounds, or phonemes, and to then blend the sounds together to form words. That makes it hard to recognise words, retrieve words, read, write and to spell.<\/p>\n

Some may struggle to remember a sequence of sounds or information and so may need help to develop strategies to aid this.<\/p>\n

There are often associated difficulties such as:<\/p>\n

\u2611\ufe0f\u00a0 auditory and\/or visual processing of language-based information
\n\u2611\ufe0f\u00a0 phonological awareness
\n\u2611\ufe0f\u00a0 oral language skills and reading fluency
\n\u2611\ufe0f\u00a0 short-term and working memory
\n\u2611\ufe0f\u00a0 sequencing and directionality
\n\u2611\ufe0f\u00a0 number skills
\n\u2611\ufe0f\u00a0 organisational ability
\n\u2611\ufe0f\u00a0 Motor skills and co-ordination may also be affected.<\/p>\n

(This definition comes from the online resource Assessing Dyslexia Toolkit and the GDSS website)<\/em><\/p>\n

Support strategies for children with dyslexia:<\/strong><\/p>\n

\u2611\ufe0f\u00a0 short, clear instructions to avoid overloading working memory
\n\u2611\ufe0f\u00a0 10 seconds processing time before repetition in same words
\n\u2611\ufe0f\u00a0 step by step instructions, in order of occurrence
\n\u2611\ufe0f\u00a0 Be direct and use short sentence when giving instructions, with
\nlanguage as simplified as possible.
\n\u2611\ufe0f\u00a0 When talking to your child, use as many pictures and objects as
\npossible to reinforce information processing.
\n\u2611\ufe0f\u00a0 Link to prior learning \u201cRemember when we \/ how you\u2026\u201d
\n\u2611\ufe0f\u00a0 check for understanding at each step, recap as necessary
\n\u2611\ufe0f\u00a0 have your child repeat instructions in own words \/ to others
\n\u2611\ufe0f\u00a0 use of think time \u2013give 30 seconds to consider their answer
\nbefore responding
\n\u2611\ufe0f\u00a0 Use Brain breaks \u2013 every 30-45 minutes, or whenever children\u2019s
\nattention starts to wane, take a short break. GoNoodle is a great
\nresource for this, with many short activities.
\n\u2611\ufe0f\u00a0 Encourage the use of language skills to help build a wide range of
\nvocabulary \u2013 talking, rhymes, singing, listening, reading stories,
\naudio books. (Please note Audible has announced free access to
\nits audio books at the moment)
\n\u2611\ufe0f\u00a0 Make sure written information is easy to read with a clear type.
\n\u2611\ufe0f\u00a0 Encourage learning through play and games \u2013 make it fun!
\n\u2611\ufe0f\u00a0 Use of mind maps, diagrams, frames, tables to organise
\ninformation
\n\u2611\ufe0f\u00a0 Highlighters to identify key vocab in a text (Including numeracy
\nword problems)\\<\/p>\n

Create Multisensory Learning Opportunities:<\/span><\/strong><\/p>\n

kinaesthetic learning resources including playdough, finger tracing, stamps, sticker stories, tactile letters & materials; involve movement in learning including scoot games, write the room, scavenger hunt, learning walks; visual learning to be paired with with auditory\u00a0processing<\/p>\n

Utilising technology helps learners in a variety of ways:<\/strong><\/span><\/p>\n

Make use of computers\/tablets, free software and apps (see below for some examples) ; reading from a computer screen is often easier than reading handwriting; text recognition software can read texts or words to aid processing ; Some may read more effectively by increasing font size, changing colours or by using text-to-speech software; using a keyboard or tablet with spellchecker or speech recognition; organise school and home life using digital calendars, to-do lists and notes; develop their literacy, numeracy and cognitive skills with apps and programs where possible.<\/p>\n

\n

Useful links and Websites\u00a0<\/span><\/h1>\n


\n\"\"<\/a><\/p>\n

This website contains information and activities to support home learning and we hope that parents and their children will enjoy them.<\/p>\n

\n

Learning more about Dyslexia<\/h4>\n

\"\"<\/a><\/p>\n

The Addressing Dyslexia Toolkit contains a wide range of advice and resources for teachers. You can also sign up to useful online modules.<\/p>\n

\n

Most learners benefit from having a good understanding of how they learn, and what helps them most.<\/p>\n

\"\"<\/a><\/p>\n

Dyslexia Unwrapped<\/strong> <\/a>is aimed at young people with dyslexia. There is a range of information and advice.<\/p>\n

Have a look at the \u2018young ambassadors\u2019 section where young people in schools can watch positive videos made by young dyslexic adults.<\/p>\n

\"\"<\/a><\/p>\n

Dyslexia Scotland<\/strong><\/a> has advice and information for dyslexic adults and for parents of dyslexic learners. They organise events locally.<\/p>\n

The \u2018resources\u2019<\/strong><\/em> section has some useful leaflets that can be download: Dyslexia Scotland \u2013 Leaflets.<\/p>\n

\n

Some of the useful leaflets from
\nDyslexia Scotland can be found below.<\/h1>\n

What is Dyslexia?\u00a0<\/span><\/a><\/h1>\n

Checklists and Indicators<\/span><\/a><\/h1>\n

Neurodiversity<\/span><\/a><\/h1>\n

Information for Parents<\/span><\/a><\/h1>\n

Identification in Schools<\/span><\/a><\/h1>\n

Explaining Dyslexia to Children\u00a0<\/span><\/a><\/h1>\n

Transitioning to Secondary School<\/span><\/a><\/h1>\n
\n

Poster of how to help support children with writing difficulties:<\/em><\/p>\n

https:\/\/www.callscotland.org.uk\/common-assets\/cm-files\/posters\/supporting-writing-difficulties.pdf<\/a><\/p>\n

Information leaflets for parents<\/em><\/p>\n

https:\/\/www.dyslexiascotland.org.uk\/our-leaflets<\/a><\/p>\n

Guidance on activities to do at home:<\/em><\/p>\n

http:\/\/www.gdss.glasgow.sch.uk\/Websites\/SchSenRosepark\/UserFiles\/file\/activities%20to%20do%20at%20home.docx<\/a><\/p>\n

Reading at home with your child:<\/em><\/p>\n

http:\/\/www.gdss.glasgow.sch.uk\/Websites\/SchSenRosepark\/UserFiles\/file\/Reading%20at%20Home%20with%20your%20child.<\/a><\/strong><\/p>\n

Games to develop numeracy skills at any level (All you need is a pack of cards!) :<\/p>\n

http:\/\/www.gdss.glasgow.sch.uk\/Websites\/SchSenRosepark\/UserFiles\/file\/Using%20Playing%20Cards%20to%20Support%20Numeracy(1).docx<\/a><\/p>\n

Getting started with alphabet activities (video):<\/p>\n

http:\/\/www.gdss.glasgow.sch.uk\/PlainText\/PlainText.aspx?SectionId=321afdd3-eb34-4de9-a914-aeb7d9c698cb<\/a><\/p>\n

Getting started with cursive handwriting (videos):<\/p>\n

http:\/\/www.gdss.glasgow.sch.uk\/PlainText\/PlainText.aspx?SectionId=f4fb4b03-4ab7-4595-8e0f-657f42782e8a<\/a><\/p>\n

Phonemes and pronunciation (video and download link):<\/p>\n

http:\/\/www.gdss.glasgow.sch.uk\/PlainText\/PlainText.aspx?SectionId=707f6794-63e4-4cd8-b207-5c789ae48c4c<\/a><\/p>\n

\n

Activity Ideas for children\u00a0<\/strong><\/h4>\n

\u2611\ufe0f\u00a0 Make reading as fun and engaging as possible, e.g Make a fort and
\nread a book by flashlight or headtorch
\n\u2611\ufe0f\u00a0 To help visual tracking of words, use a finger or pointer (can be as
\nsimple as a pencil or lollipop stick) or a ruler under each line to
\nhelp guide.
\n\u2611\ufe0f\u00a0 Take it outside! Read a book in the garden, or hold a teddy bears
\npicnic where your child can read a story to their toys.
\n\u2611\ufe0f\u00a0 If you read a story or watch a film together, get your child to
\nverbally summarise what happened in the story. Who was their
\nfavourite character and why? What would they do \/ feel if this
\nhappened to them? Would they recommend this story to a
\nfriend? Try to encourage them to use relevant vocabulary such as
\ncharacter, setting, plot.
\n\u2611\ufe0f\u00a0 Your child could dictate a short story or film them reading and
\nsend it to a relative that may need a smile right now!
\n\u2611\ufe0f\u00a0 Act it out! Children could come up with a short story, have
\nmembers of your family take on roles and act out what happens
\nin the story
\n\u2611\ufe0f\u00a0 Make use of concrete materials to aid understanding of
\nnumeracy concepts, such as number sense, addition and
\nsubtraction, or multiplication and division by creating equal
\ngroups. You could use beads, marbles, small erasers or toys, small
\nrocks and pebbles.<\/p>\n

<\/h1>\n","protected":false},"excerpt":{"rendered":"

This page is designed to support families with children that may need support or further information about dyslexia. Dyslexia 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. Children with dyslexia can struggle with the recognition and manipulation of sounds … Continue reading Dyslexia<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":24670,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-503","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/pages\/503","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/users\/24670"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/comments?post=503"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/pages\/503\/revisions"}],"predecessor-version":[{"id":1372,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/pages\/503\/revisions\/1372"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/knightswoodprimary\/wp-json\/wp\/v2\/media?parent=503"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}