1. Types of Dyslexia Phonological Dyslexia Working Memory Dyslexia
Visual Processing Dyslexia
Auditory Processing Dyslexia

2. Phonological Dyslexia
This is the most common identifier and cause of dyslexia. 75% of people with dyslexia show signs of this problem.
This affects the ability to identify and manipulate sounds
Difficulties include:
Manipulating sounds
Taking away initial sounds
Sound discrimination
Syllables
Blending sounds together / missing sounds/ getting the vowel wrong
Mixing up sounds/ words. e.g. probably and properly
Can’t think of the right words

3. Strategies Using funny pictures to teach the spelling of words
Actions- e.g. skip ping
Chunking
Speech therapy techniques – using a mirror to look at the shape of the mouth for confusing sounds
Pictures and actions are the best for helping memory

4. Working Memory Dyslexia
An indicator of dyslexia can be low working memory . This is the mental workspace which stores and uses information for short spaces of time, e.g. times tables, phone numbers.
In people with dyslexia this can be fragile and the smallest distraction can cause this information to be lost.
A typical person can store between 5-7 chunks of information at a time however someone with dyslexia struggles with 3
It can appear that the child hasn’t listened or appears lazy

5. Difficulties include:
Blending sounds and storing the sounds
Following sequences of instructions
Counting backwards
Mental arithmetic – holding information in head
Dictated information
Reading for comprehension. This requires sifting through mental information.

6. Strategies
Chunking- reduce information into chunks- takes up less memory space
Repetition- over and over and over and over
Name each step of a process
Graphic organisers- picture thinkers can visually organise information- underline/ highlight, etc.
Write problems out. These children usually have to write everything down to reduce memory workload
Limit copying from the board

7. Visual Processing Dyslexia
This is a neurological problem not a physical problem with the eyes. It is a neurological difficulty with visual processing and output of letters and words. However it can be a good idea to get vision tested just in case.
This type of dyslexia is a reduced ability to make sense of information taken in through the eyes.
This is specific to letters and words- the child may still have an excellent memory for pictures.
Link pictures to words

8. Difficulties Slow reading speed
Visual discrimination e.g. ‘b’ ‘d’ Mirror reversal – NO visual recognition to be able to self-correct
Mirror writing is rare but letters are not
Confused left and right
Mixing letter sequences even though they know the spelling
Visual memory- forgetting known words/ homophones and sight words- they need to remember how they look
Difficulty copying – can’t remember
Visual tracking- skip words/ misses lines
Slow written output

9. Strategies
Structured phonetic approach – teach spelling rules: phonic sounds
Syllables
Prefixes
Suffixes
2. Mnemonic spelling strategies for sight words

10. Auditory Processing Dyslexia
This means retaining spoken information.
Seek a hearing test first.
In other words ‘Hearing dyslexia’ The information is lost when the brain processes the sounds.
This is a major cause of dyslexia and similar to Auditory Processing Disorder
Difficulties:
Repeating instructions
Verbal sequential memory, e.g. times tables, months of the year, alphabet
Short concentration
Distracted by noise – pick up background noise
Note taking
Oral spelling
Hard to recognise the differences between words

11. Strategies Limit instructions- 1 at a time
Link to a picture – use a visual image
Talk at a slower pace- this allows time to process the information
Sit closer to the sound (Teacher)
Rhyme and segment – practice
e.g. po-ta-to / think, pink, sink
6. Don’t expect spoken information to be remembered
7. Print out homework and perhaps make sure they have a friend who they could contact if stuck
8. Use colours behind the text to reduce visual stress
9. Sound/ touch/ picture memory

12. How to help children with dyslexia
Explain dyslexia to the child and the reasons why it makes work harder- although only if they have a diagnosis! Or parents are on board!
Encouragement and praise
Small steps over a period of time
Systematic phonics- introduce phonics using a logical learning structure. Learn all phonic patterns
Multisensory approach – see it, say it, hear it, write it.
Overlearning
Strategies- link to pictures
Remember individual needs- allow a different pace
Play to the pupils strengths- how they learn best.
It will be a struggle for these children.

13. Strategies round up!
Rhyming- mail, sail (Although hard for phonological dyslexia!)
Mnemonics- silly sentences and pictures (Although hard for Auditory Processing Difficulties!)
Mispronouncing – Wed nes day – good for silent letters- look for smaller words in words
Syllables – learn the 6 types
hel- met (closed)
Re-cent (open)
Car- pet (vowel r)
Com- pete (magic e)
Train- er (vowel team)
Lit-tle (consonant l)
Chunking-finger used to cover the word and learning all prefixes and suffixes helps.

14. Round up continued…
Linking pictures – people with dyslexia are usually better at thinking in pictures
Link concepts with images, e.g. linguistic concepts can be hard to visualise. E.g. Pre/ suffix heads and tails
Learning strategies and rules is the key!

15. 5 things people with dyslexia are better at….
Seeing the bigger picture and how things link together
Thinking outside the box. 40% of self-made millionaires have dyslexia.
Spatial awareness
Creative ideas- doesn’t stop people being creative with words, e.g. poets.
Pattern recognition – their dyslexia helps them to detect patterns.