2. What is Dyslexia? Dys – means bad, difficult or heard
Lexis – pertains to words or that vocabulary of a language as distinguished from its grammar
A specific learning disability that is neurobiological in origin.
Dyslexia, in short, difficulty with words.
It is a specific learning disability that is neurobiological in origin.
Preschool/Kindergarten
At this stage, students are developing the underlying oral language base necessary for learning to read. Signs that indicate possible difficulties with reading acquisition include:
􀂙 mispronounced words; persistent baby talk
􀂙 difficulty with recognizing and producing rhymes, i.e., common nursery rhymes such as “Jack and Jill” and “Humpty Dumpty”
􀂙 difficulty learning and remembering rote information such as letter names (also phone number and address)
􀂙 difficulty remembering and following directions
Grades 1-3
At this stage, children are developing basic word recognition skills both through the use of word attack strategies and contextual cues. Students with dyslexia will show some of the following characteristics:
􀂙 inability to learn to associate letters with sounds; such as being unable to connect the letter “b” with the “b” sound
􀂙 confusion of visually similar letters (b/d/p, w/m, h/n, f/t)
􀂙 confusion of auditorily similar letters (d/t, b/p, f/v)
􀂙 difficulties remembering basic sight vocabulary
􀂙 problems with segmenting words into individual sound and blending sounds to form words
􀂙 reading and spelling errors that involve difficulties with sequencing and monitoring sounds/symbol correspondence such as reversals of letters (past/pats), omissions (tip/trip), additions (slip/sip), substitutions (rip/rib) and transpositions (stop/pots)
􀂙 omission of grammatical endings in reading and/or writing (-s, -ed, -ing, etc.)
􀂙 difficulty remembering spelling words over time and applying spelling rules
􀂙 inability to read common one-syllable words or to sound out even the simplest of words; such as mat, cat, hop, nap
Grades 4-8
At this stage, children progressing normally have mastered basic reading skills and are now expected to learn new information from reading. Many students with dyslexia continue to have significant difficulties with developing word recognition skills and therefore have trouble coping with more advanced reading activities necessary to succeed in the upper elementary grades and beyond.
􀂙 significant difficulty reading and spelling multisyllabic words, often omitting entire syllables as well as making single sound errors
􀂙 lack of awareness of word structure (prefixes, roots, suffixes)
􀂙 frequent misreading of common sight words (where, there, what, then, when, etc.)
􀂙 difficulties with reading comprehension and learning new information from text because of underlying word recognition difficulties
􀂙 if underlying oral language problems exist affecting vocabulary knowledge and grammar, difficulties in comprehension of text will occur
􀂙 significant difficulties in writing related to problems in spelling as well as organizing ideas

3. Characteristics Problems in Reading and spelling Languages processes
Reading comprehension
Mathematics
(Poor) self-esteem
Letter reversals
Eye movement differences in reading
Attention
Reading and spelling – underlying cause is a problem in the phonological coding of written language
Language processes – involves articulation, naming, verbal short-term memory and long-term memory
Letter reversals – b, d or p, g, q

4. The text reads…
One day, John and Bob went for a walk. “What would you like to do today?” Bob asked John.
“I don’t know,” John replied.
What would you like to go?
I think I might enjoy watching a movie on TV, especially if we can have some popcorn.
“Wow,” said John, “popcorn! What a great idea! Let’s check the cupboard to see if my mother bought us …………..
Notice the reversals, wrong sequence of letters for spelling, missing letters, punctuations, eye movement and reading???

5. Characteristics Auditory processing problems
Visual processing problems
Poor organizational skills
Attention deficits
Written output difficulties
Some eg.
Auditory – unable to carry out multi-step oral directions or instructions correctly
Confusion with similar sounding words
Manifestation of poor or inadequate phonological awareness and phonic skills
Visual – difficulty in copying from whiteboard
Difficulty in deciphering sight words, phonetically irregular words and non-words
Problems in following maps and street directories
Difficulty in performing mathematical word problems as well as specific topics such as geometry and algebra
Weakness in spelling
Poor organisational skills – inability to organise materials systematically
Poor time management, late for appointment or submission of assignments
Tendency to be untidy in written work
Losing things most of the time
Problems with reading comprehension, mathematics and creative writing.
Attention deficits – poor attention and concentration span
Hyperactivity may be present
Easily distracted or tendency to daydream
Impulsivity is noted
Inability to complete a given task on time.
Written output – poor or untidy handwriting
Inability or poor ability to express ideas clearly or adequately in written form
Poor mind-motor coordination
Poor spelling

6. Some Useful Tips… Encouragement Extra coaching lessons after school
Short and simple instructions
Phonics lesson and reinforcement
Differentiated spelling list
Visuals in worksheet
Extra time for assignments
Any other ways you can think of??