Specific Learning Difficulties – Dyslexia

Background Information

Dyslexia isa specific learning difficulty that hinders the learning of literacy skills. This problemwith managing verbal codes in memory is neurologically based and tends to run in families. Other symbolic systems, such as mathematics and musical notation, can also be affected.

A dyslexic student’s general ability can be unaffected by their literacy difficulties - there is a noticeable miss-match between their ability to understand and answer questions verbally and their ability to read, spell or write. In a classroom setting, it becomes apparent that these students do not remember shapes or sequences very well. Phonological difficulties will often be present – they may not be able to change the sounds of letters into words.

There are some particular areas of difficulty for dyslexic students worthy of mention. In terms of reading these are:

• Sorting, selecting materials, reading overload
• Understanding and retaining what was read
• Lack of speed, extracting main points, summarising
• Misreading of assignments or exam questions
• Visual stress
• Understanding inferences
• Reading words that are new or unfamiliar in print

While spelling difficulties can affect the student by:

• Interfering with written expression and vocabulary
• Impeding note taking
• Affecting tutor/examiner's understanding and assessment of student's work
• Sometimes inhibiting writing entirely

Note-taking difficulties can include:

• Sorting out main points
• Writing and listening simultaneously
• Getting enough down and reading it back
• Copying quickly and correctly

Difficulties with writing can also be present, and can include problems with:

• Handwriting - poor construction and lack of speed can interfere with getting ideas down
• Written expression, sentence structure, punctuation
• Planning and structuring written work
• Conventions of writing, transitions between ideas, sequence
• Relating abstract to particular, theory to practice
• Editing and proof-reading

Problems with oral language can include:

• Taking in information or lectures quickly enough
• Misunderstanding instructions or information
• Sorting what is said in a group or a discussion
• Word-finding problems
• Pronunciation of polysyllabic words

And examinations can be difficult for the following reasons:

• Timed conditions exacerbating reading, writing and spelling
• Memory problems can affect revision and performance
• Discrepancy with coursework often resulting in considerably lower marks overall

Dyslexia can occur at any level of intellectual ability. It can accompany, but is not a result of, lack of motivation, emotional disturbance, sensory impairment or meagre opportunities.

The effects of dyslexia can be alleviated by skilled specialist teaching and committed learning. Moreover many dyslexic people have visual and spatial abilities, which enable them to be successful in a wide range of careers.

Consider exam arrangements carefully. One feature of dyslexia is weakness in the short-term memory. Dyslexic people often need more time for reading exam questions or for writing and checking work. Exam arrangements for dyslexic people may include extra time, a reader, a scribe or the use of a word processor. Consideration for spelling, written expression and difficulty is appropriate for most dyslexic students.

If you need to apply for these concessions for an exam, please contact us.