What is dyslexia?
Dyslexia is a specific learning disorder (SLD) that mainly affects the ease with which a person reads, and may be accompanied by difficulties with spelling and writing (dysgraphia).
Research has shown that a sizable proportion of school children struggle with learning; anywhere from 10% to 20% may suffer mild to moderate academic issues, while an additional 5-10% may be in need of long-term assistance. Of those children facing learning difficulties, it is estimated that the majority – around 80% – experience difficulty with literacy.
Dyslexia assessments
Comprehensive literacy assessment completed at the Literacy and Learning Centre examines the development of a child’s literacy skills in the five areas identified by research as crucial for reading development — phonemic awareness, phonics, fluency, vocabulary, and comprehension. Testing is tailored specifically for your child given their age and stage of schooling.
This means that a dyslexia assessment can accurately identify why your child is struggling with reading, and means that detailed and targeted recommendations for support can be provided which can be used to develop support programmes at school or in private remedial tutoring.
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What does research tell us about dyslexia?
Research tells us that dyslexia is neurodevelopmental in origin and affects the part of the brain that processes language. A family history of dyslexia or other reading or learning disabilities increases the risk of having dyslexia.
The exact causes of Dyslexia remains unknown; however, the latest brain science reveals that the dyslexic brain processes written words differently. In particular, the brain regions dyslexics use to read words are not very good at processing phonemes – the basic sound units of language. Therefore, dyslexics find it more difficult to work with the sounds in words and to process, remember, and correctly sequence them. This is called the phonological processing impairment theory.
Dyslexia is not caused by low intelligence, and is not linked to vision impairments, which is why individuals with dyslexia may show good achievement in other areas such as oral language, sport, art or maths.
Dyslexia is a lifelong condition, but with early identification, appropriate remedial teaching, and modifications at school, children with dyslexia can learn to read their classmates.
What does research say about the skills needed for a child to learn to read and spell?
Extensive research has been carried out to identify the skills important in teaching a child to read and spell. In 2005, a National Enquiry into the Teaching of Literacy in Australia was conducted (also known as the Rowe Report).
Five key areas were identified as being important for literacy instruction:
- Phonemic Awareness: the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken language;
- Phonics: learning the relationships between letters and sounds, and how to use these for reading and spelling new words;
- Fluency: the ability to read quickly and naturally, to recognise words automatically, and to group words quickly;
- Vocabulary: to learn about new words and their meanings;
- Comprehension: to understand what is being read and developing higher order thinking skills.
These recommendations mirror those made in international investigations into best practice literacy instruction by the International Dyslexia Association and the Independent Review of Teaching of Early Reading in the United Kingdom (aka the Rose Report).
How to help your child
If you are concerned about your child’s literacy skills, the experienced staff at the Literacy and Learning Centre can provide accurate assessments of skills which can be used to plan remedial supports at school or with a private tutor.
Click here to get more information about our dyslexia assessment services.