1. Special Needs Affecting Language and Communication Dyslexia Module: Special Needs Assisting Ms. Lisa McKee

2. Learning Outcomes To highlight the meaning, causes, diagnosis, symptoms and treatments of dyslexia. To confirm the prevalence and prognosis of dyslexia. To discuss the role of a SNA when supporting a child with dyslexia. To read about famous people with dyslexia.

3. Meaning of Dyslexia Dyslexia is a specific learning difficulty that makes it more difficult for people to learn to read, write and spell correctly. Flood, E. (2010:150)

4. Prevalence Estimates for the prevalence of dyslexia (both mild and more severe) vary widely at between 4 and 10 per cent. This varies depending on poverty and social disadvantage of the child.

5. Causes Morton and Frith (19950 highlighted that dyslexia can be described at 3 different levels: 1.A biological level (in terms of brain structure, what causes dyslexia?) 2.A cognitive level (in terms of brain functioning, what causes dyslexia?) 3.A behavioural level (symptoms of dyslexia)

6. Causes :Biological Developmental dyslexia is the term used to describe when there is a genetic link with dyslexia. This is when one member or more of a family show symptoms of dyslexia.

7. Biological :Cerebellum Research with children with dyslexia indicates deficits in the functioning of the cerebellum. The cerebellum is the area of the brain that is associated with the automatisation of skills. Research found that children with dyslexia require significantly more time both to acquire a new skill and for it to become automatic.

8. Biological :Visual Some people with dyslexia report what is called visual discomfort. They may experience headaches and eyestrain and report that the words around on the page in front of them. This is thought to be due to a deficit in an area of the brain called the visual magnocellular system. Wearing glasses or coloured worksheets can ease this.

9. Biological: Cognitive This is broken into 2 parts: 1.Phonological processing is the ability to translate letters and words into sounds. Children with dyslexia are not to naturally do this and must learn to do so in a very deliberate way. 2.Short term memory skills where children are required to remember numbers and letters strings (i.e. a,b,c) show children with dyslexia tend to have poorer short-term memory.

10. Symptoms Early speech and language problems. Mix up sounds of words and order of numbers. Confuse directions (left and right) Difficulty remembering common sequences (days of the weeks, tables) Poor pencil control and awkward handwriting. Unable to pair speech sounds with letters and vice versa. Confuse words and letters that look alike cat/act. Have difficulty copying words and numbers from a book or blackboard. Have difficulties recalling the names of people, words or objects. Persistent spelling problems. Reading aloud may be difficult or embarrassing. May be clumsiness and untidy. There is often a marked difference between verbal and written ability.

11. Diagnosis A qualified educational psychologist can carry out a number of assessments in order to diagnosis a child with dyslexia.

12. Assessments to Diagnosis The most common of the assessments used in Irish primary schools are: 1.Drumchondra test (reading and maths) 2.Micra-t test (reading) Results from these tests are usually presented as percentile scores. These scores indicate how well a child is doing in comparison to other children his/her age.

13. Treatment If diagnosis of dyslexia has been made, the child is likely to need extra tuition. The options available fall into two categories: 1.School-based supports 2.Outside school supports.

14. School-based Supports Support from class teacher. Learning support teacher. Resources teacher. Enrolment in a special reading school.

15. Outside school supports Dyslexia Association of Ireland (DAI) One-to-one support from a DAI tutor. D.A.I. workshops, exams classes and summer schools.

16. Prognosis In general, how well a child with dyslexia progresses depends on: The severity of their dyslexia. How soon they receive proper supports and interventions. The quality of the supports. General levels of motivation/encouragement home/school. How well their other talents and abilities are recognised and encouraged.

17. Role of the SNA Be informed about dyslexia. Helping the class teacher prepare class work for the child. (coloured paper, speaking notes onto tape) Helping the child take down work off the board. Helping the child organise themselves and copies. Offering praise and support. Listening to the child reading aloud in a less public place than the classroom.

18. Famous people with Dyslexia Walt Disney Mohammad Ali Steven Spielberg John F. Kennedy Whoopi Goldberg Sir Winston Churchill John Lennon Sir. Richard Branson Leonardo De Vinci Pablo Picasso Cher Steve Jobs Orlando Bloom Tom Cruise