Dyslexia
Children learn at varying speeds and each child will have his/her own profile of strengths and developmental needs. However there are a variety of indicators that might point to dyslexia.
General indicators of dyslexia include:
- being able to talk about what he/she is learning more easily than reading or writing about it
- persistent spelling difficulties despite appropriate efforts
- appearing to have a poor concentration span, or being forgetful and/or disorganised
- difficulty with telling the time, and learning multiplication tables
- having short-term memory problems, and difficulties with sequencing e.g. following/giving instructions, directions, etc.
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. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as:
• auditory and/or visual processing of language-based information
• phonological awareness
• oral language skills and reading fluency
• short-term and working memory
• sequencing and directionality
• number skills
• organisational ability
Motor skills and co-ordination may also be affected.
ASN Outreach chair a dyslexia Working Group to continue to ensure our learners are well supported. For more information please contact :
Fiona McDougall (PT Primary ASN Outreach)
Stirling Council provides clear guidance and support for children and young people who may have dyslexia.
Dyslexia policy
Appendices
