DYSLEXIA AND EDUCATION
DYSLEXIA SHOULD NOT BE A BARRIER TO FULFILMENT FOR YOUR STUDENTS
People with dyslexia who may have slipped through the net at school can be helped in FE, especially with assistive technology, says Professor Maggie Snowling.
M
ost children learn to read proficiently although their engagement with texts varies according to both psychological
and demographic factors. Nonetheless, reading represents a significant challenge for some, not because they are taught badly, or are not motivated, but because they have a learning difficulty known as dyslexia.
While the utility of the label ‘dyslexia’ has been debated since the condition was first described more than a century ago, anyone who has a family member with dyslexia will not doubt the problem. Rather they will recognise that dyslexia causes educational underachievement and also, if not treated, it can affect career opportunities and have a negative impact on mental health and well-being. Dyslexia is a difficulty in acquiring
reading and spelling fluency. At one time it was thought that the ‘diagnosis’ should be restricted to persons of above average ability. This was a mistake. Although it is certainly easier to recognise dyslexia in someone who has no other cognitive difficulties, and who is learning to read in their native language, we now know that it can occur at all levels of ability. It also often co-occurs with other problems, such as oral language disorders (DLD), coordination (dyspraxia) or attentional difficulties (ADHD).
Dyslexia runs in families, and a family
history of poor reading is perhaps the strongest risk factor for the condition, especially during the preschool years. From this early stage onwards, children with dyslexia experience verbal (but not visual) processing difficulties. These difficulties primarily affect phonological (speech-based) aspects of language: children with dyslexia are often late talkers, they have difficulty in learning
8 AUTUMN 2019 • InTUITIONENGLISH
sequences, such as days of the week, and they are not tuned in to the sounds of language (rhyme and alliteration). When reading instruction begins, they
have difficulty learning letter sounds and phonics. Furthermore, spelling typically creates more problems than reading because of difficulties with the sound segmentation and sequencing of spoken words, and, as older students, they often have difficulty learning foreign languages. Indeed, the characteristic phonological deficits in dyslexia are observed across the lifespan. They also appear to be universal – even in languages such as Chinese which, in the writing system, maps symbols directly to meaning. Its impact can be seen in aspects of naming and in limitations of verbal short-term memory. The longer term outcomes of dyslexia
are less well studied. Many people have overcome their word-reading difficulties but reading fluency tends to remain compromised; for most, spelling is an enduring problem which affects writing fluency. Problems can be compounded if poor language affects grammatical and narrative skills, if there are fine- motor difficulties affecting handwriting or limited attentional span affecting the ability to check and monitor written work. It is perhaps, then, not unusual for people with dyslexia to choose school subjects with fewer literacy demands, such as design and technology, drama or sports science. Many go on to excel and choose careers in the creative arts, establish successful businesses or become skilled craftspeople. In further and higher education, many
young people who have slipped through the net at school seek assessment for specific learning difficulties. They may not have disclosed their difficulties, because of pride or fear of peer rejection;
SIGNS OF DYSLEXIA
IN YOUNG ADULTS • A discrepancy between (good) spoken and (poor) written communication (commonly a paucity of written work).
• Spelling errors including non- phonetic ones (e.g. lectrisidy for electricity).
• Unable to read unfamiliar, long words. • Tendency to forget instructions or people’s names.
• Difficulties pronouncing polysyllabic words (e.g. preliminary).
• Difficulty with organisation, particularly of written work.
• Signs of frustration or unexpected anger outbursts, usually self-directed.
and they may still try to hide the ‘telltale’ signs (see the table above). Yet it is crucial for them to be assessed so that appropriate arrangements can be put in place. Many supports are available. Although it takes some persistence to learn how to use assistive technology, people with dyslexia can be freed of their reading and writing difficulties through e-readers, text to speech devices, voice recognition software and devices to help them plan and organise their work. While early intervention is preferable, it is never too late to gain access to literacy.
Professor Maggie Snowling is president of St John’s College, University of Oxford. She is an internationally-renowned expert in reading and language and served as a member of Sir Jim Rose’s Expert Advisory Group on provision for dyslexia in 2009. Maggie runs a research hub with fellow
Oxford academic Charles Hulme, offering information and resources relating to language and literacy development:
https://languageintervention.com The Dyslexia Association has advice on
assistive technologies, and other support at:
www.dyslexia.uk.net
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16
