Information Paper 7
PUPIL ACCESS & COMMUNITY SERVICES
PSYCHOLOGICAL SERVICE INFORMATION PAPER
DYSLEXIA
Psychological Service Information Papers aim to :-
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A number of children experience significant and persistent difficulties in developing literacy skills despite receiving good teaching, appropriate learning experiences and being well motivated to learn. Such difficulties are termed ‘dyslexia’, one of a range of specific learning difficulties. This paper gives an overview of the topic of dyslexia. It outlines identification procedures, teaching approaches and learning strategies, and sources of further information.
The current SEN Code of Practice on the Identification and Assessment of Special Educational Needs refers to ‘specific learning difficulties, for example, dyslexia’. The recently published report of the British Psychological Society separates the description of dyslexia or specific learning difficulties from casual explanations. The definition adopted has no exclusionary criteria. In that sense ‘dyslexia’ is not synonymous with ‘specific learning difficulties’ since specificity relies on establishing discrepancies in a pupil’s profile. However, the British Psychological Society’s definition accords with the concept of dyslexia as embodied in the Code of Practice in that both agree the problem relates to significant difficulties in reading, writing and spelling which are persistent despite relevant and purposeful intervention.
The working definition adopted by the British Psychological Society is as follows :-
‘Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty’.
It goes on to say that dyslexia presents a severe and persistent problem despite appropriate learning opportunities, and requires a staged process of assessment through teaching.
The DECP (Division of Educational and Child Psychology) Working Group of the British Psychological Society adds that :-
‘In terms of the National Literacy Strategy (DfEE 1998), dyslexia can be defined as marked and persistent problems at the word level of the NLS curricular framework. As such it links with the evaluation of learning opportunities and teaching methods introduced within a mainstream educational setting’.
Some estimates put the incidence of dyslexia as high as 15% with about 2% to 4% of children having a significant difficulty. The estimates vary because of different research definitions and methodologies.
The degree of difficulty experienced by individual children can vary from very mild, where the pupil becomes a competent reader but may remain an uncertain speller, to very severe where, in spite of every effort, he or she may never attain effective literacy skills. Any child with dyslexia may be prone to emotional problems such as low self-esteem and poor motivation. The majority of children do, however, respond to appropriate teaching.
The identification and assessment of dyslexia are not tasks carried out solely by educational psychologists or specialist teachers; there are a number of stages.
* Research evidence points to the importance of early identification of children who might be at risk of failing to acquire literacy skills. In particular, phonological processing ability and its implications for the acquisition of literacy skills has been well-researched (Goswami and Bryant, 1990). The National Literacy Strategy has re-emphasised the centrality of phonology in the development of literacy, and NPS Specialist Teachers can offer further advice on the use of materials to develop phonological awareness and phonological processing skills in the classroom. They, along with Educational Psychologists, can give guidance to class teachers, support teachers and assistants on the early identification of dyslexia and appropriate support.
* Teachers are continuously engaged in assessing the learning experiences of children, including those with dyslexic difficulties. It is anticipated that the working definition will aid early identification and the increased knowledge of learning and literacy difficulties through NLS and will help prevent unnecessary delays in intervention for pupils with persistent problems. As well as problems of reading, spelling and writing, other signs of difficulty may be evident.
* The child can often experience difficulties in processing and remembering information. This can lead to problems with memory based tasks such as recalling instructions, alphabetical sequences, months of the year or multiplication tables, and problems with information processing. Some dyslexic children have a poor sense of direction, motor difficulties, and others may have a history of late speech development despite good levels of verbal stimulation at home.
* When difficulties are persistent, complex, or severe, advice may be sought from the Advisory Support Teacher or Educational Psychologist. These professionals would look for evidence of problems in one or more of the following areas :-
kinaesthetic;
As well as attempting to identify the precise nature of the child’s difficulties and giving guidance about teaching approaches, assessment can form the basis for special consideration being given by Examinations Boards.
The majority of pupils respond to normal teaching methods and materials, provided that they are presented in a positive and sympathetic fashion. Many children experience and overcome these dyslexia-like symptoms in the early years of learning e.g. letter reversal or mirror writing. If the problems persist, then a detailed review needs to be undertaken and discussed fully with parents.
At this stage the involvement of the Psychological Service staff may be sought. Following referral by the school, the Specialist Support Teacher or Psychologist would carry out an assessment of the areas indicated in Section 3 and help develop an action plan. This might involve advice on teaching and learning approaches, assessment teaching, the provision of specialist materials and/or programmes or periods of specialist teaching.
Approaches to the teaching of children with dyslexia include :-
- structured multi-sensory techniques for the teaching of literacy skills;
- systematic programmes to develop phonological awareness;
- regular individual or small group tuition;
- the development of study skills;
- support in lessons which require a high level of literacy competence.
In all cases the pupil’s entitlement to access the National Curriculum at their level of ability should be safeguarded.
Protracted failure of any kind can be a source of concern and stress for children, parents and teachers themselves. A frequent characteristic of the pupil with serious dyslexic problems is a loss of self-esteem and a feeling of failure and helplessness. It is essential that the educational environment is particularly sympathetic and that appropriate support (for example, counselling) is available in severe cases.
Early parental involvement in school activities, language work and shared reading is known to be effective as a means of building motivation and success for all children. This positive and practical approach is particularly crucial for those with dyslexia.
The LEA’s policy on provision for children with dyslexia is similar to that for others with additional needs.
The Authority provides a graduated range of services and facilities for children with dyslexia in accordance with the guidance laid down in the Code of Practice which accompanies Section 313 of the Education Act, 1996. This involves making the class teacher the first point of reference and action, before seeking the advice of the school’s SEN Co-ordinator, involving the support agencies and finally, if necessary, considering statutory assessment.
All classroom teachers are qualified professionals who can be expected to identify and respond to the needs of pupils with learning difficulties as part of their ongoing work. The LEA provides a range of support services from which teachers may seek advice, materials and learning programmes and, where appropriate, specialist teaching support.
Special needs funding in Norfolk allows resources to be allocated to schools on the basis of children’s difficulties without the need for a Statement of SEN. Where difficulties are particularly complex and persistent it may be appropriate to undertake a Statutory Assessment under Section 323 of the Education Act, 1996. This may lead to the provision in the most severe cases of additional support beyond the range of resources normally available through the school’s own staffing, the support Services described above or formula funding.
For students at High School who have a very persistent difficulty there may be a need to modify the way in which work is presented and assessed at Key Stage 3 to ensure the most appropriate and accessible courses in Years 10 and 11, with suitable assessment arrangements throughout. Applications to the Examining Boards for Special Arrangements are the responsibility of the school or college and should be a planned consideration from the beginning of each assessment phase. Educational Psychologists and Specialist Teachers with the required qualification contribute to this planning and follow the procedures determined by the Joint Council for General Qualifications. The procedure and requirements for such an assessment are detailed within an NPS procedural paper : ‘Requesting special arrangements in GCSE and GCE Examinations’.
For a number of years the LEA has maintained a range of special measures for children with dyslexia. These include :-
The following reading list will provide further information :-
Further information about dyslexia can be obtained from :-
Your Psychological Service School Support Team will be pleased to discuss any
issues relating to pupils experiencing dyslexia or other learning difficulties.