Understanding Dyslexia: A Closer Look

This entry of 'Lessons Learned' was written by Michelle Catterson , Executive Headteacher of Moon Hall School Reigate , MOON HALL SCHOOLS EDUCATIONAL TRUST .

In the UK, the definition of dyslexia commonly used is provided by the British Dyslexia Association (BDA). A new definition has been proposed by SASC (SpLD Assessments Standards Committee), however, some charities in the UK are yet to announce if they will fully adopt this. The BDA’s current definition, which was developed in 2009 and remains widely accepted, states:

"Dyslexia is a specific learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention."

Additionally, it's worth noting that in the UK educational system, dyslexia falls under the broader category of Specific Learning Difficulties (SpLD) and is recognised under the Equality Act 2010 as a disability.

The Rose Report (2009), commissioned by the UK government, also provides a working definition that is often referenced in UK educational settings.

As educators, we are entrusted with the vital task of nurturing and developing the potential of every student who enters our classrooms. This responsibility takes on added significance when supporting learners with specific educational needs, such as dyslexia. In this blog, I will explore effective strategies for teaching students with dyslexia and discuss the critical importance of fostering an inclusive classroom environment that benefits all learners, regardless of their individual needs.

Understanding Dyslexia: A Closer Look

Key characteristics of dyslexia may include:

1. Difficulty in identifying and manipulating individual sounds in words
2. Struggles with word recognition and decoding
3. Slow reading speed and reduced fluency
4. Spelling inconsistencies
5. Challenges in sequencing and organisation
6. Difficulties with working memory

For more detailed information on dyslexia, the British Dyslexia Association provides an excellent resource:

British Dyslexia Association - About Dyslexia https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia

Effective Teaching Strategies for Students with Dyslexia

1. Multisensory Approach

The multisensory approach is a cornerstone of effective dyslexia instruction. This method involves incorporating visual, auditory, kinaesthetic, and tactile elements in your lessons. By engaging multiple senses simultaneously, students can create stronger neural pathways, reinforcing learning and memory.

?? Examples:

• When teaching new vocabulary, use colourful flashcards (visual), pronounce the words clearly (auditory), have students trace the letters with their fingers (tactile), and act out the word meanings (kinaesthetic).
• For math lessons, use manipulatives like base-10 blocks or fraction tiles that students can touch and move around.
• Incorporate rhythm and movement into phonics lessons, such as clapping out syllables or using hand gestures to represent different sounds.

2. Structured Literacy Instruction

Structured Literacy is a systematic and explicit approach to teaching reading and writing. This method focuses on phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics. It's particularly effective for students with dyslexia as it breaks down the complexities of language into manageable, sequential steps. At Moon Hall we use a special phonics programme called Phono-Graphix, which is based on the Orton- Gillingham approach and has proven very successful for our students.

Phono-Graphix Reading Company

3. Assistive Technology and Artificial Intelligence

Using technology can significantly support students with dyslexia. Various tools can help bypass areas of difficulty, allowing students to demonstrate their knowledge and engage with content more effectively:

• Text-to-speech software for reading assignments,
• Speech recognition tools for writing tasks
• Mind-mapping software for organising ideas

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Read&Write For Education - Reading, Literacy & Assistive Software | Texthelp?

4. Chunking Information

Breaking down complex information into smaller, manageable parts helps students process and retain information more effectively:

• When teaching a new concept, present it in steps, allowing time for practice and understanding between each step.
• Break down long reading passages into smaller sections, discussing each part before moving on.
• Use different colour text to represent different things e.g. nouns, vowels and different concepts

5. Frequent Repetition and Review

Regular revisiting and reinforcement of previously learned material is crucial for students with dyslexia:

• Start each lesson with a quick review of the previous lesson's key points.
• Incorporate spiral review into your curriculum, regularly revisiting and building upon previously taught concepts.
• Use games and interactive activities to make review sessions engaging and fun.

6. Provide Clear, Concise Instructions

Clear communication is vital for all students but particularly important for those with dyslexia. Don’t refuse to repeat instructions to dyslexic students. Sometimes too many instructions can overload them and make it difficult to commence a task:

• Write instructions on the board and read them aloud, checking for understanding before students begin the task.
• Use numbered or bulleted lists for multi-step instructions.
• Provide visual supports alongside written instructions, such as diagrams or pictures.

7. Dyslexia-Friendly Fonts and Formatting

The presentation of text can significantly impact readability for students with dyslexia:

• Use dyslexia-friendly fonts like OpenDyslexic, Dyslexie, or sans-serif fonts like Arial or Comic Sans.
• Increase line spacing and use larger font sizes.
• Avoid justified text alignment, opting for left-aligned text instead.

NB: A common misconception is that all dyslexic students should have things printed on buff paper. This is not true. Students who experience visual stress should have an assessment with a behavioural optometrist who will diagnose and then suggest the specific colours for that student.

Creating an Inclusive Classroom Environment

An inclusive classroom benefits not only students with dyslexia but all learners. Here are some strategies to foster inclusivity:

1. Celebrate Diversity

Acknowledging and celebrating the different strengths and learning styles of all students promotes a positive attitude towards learning differences and creates a supportive classroom culture.

2. Flexible Seating

Offering various seating options accommodates different learning preferences and needs, allowing students to choose environments where they feel most comfortable and focused. Standing desks, wobble chairs, bean bags and gym balls are in each of our classrooms at Moon Hall.

3. Visual Aids

Using visual supports throughout the classroom reinforces learning and provides additional cues for students who struggle with text-based information.

4. Peer Support Systems

Encouraging peer tutoring and collaborative learning can boost confidence and social skills while reinforcing learning. It also promotes empathy and understanding among students.

5. Positive Reinforcement

Regularly acknowledging and praising effort, progress, and achievement builds self-esteem and motivation. This is particularly important for students with dyslexia who may have experienced frustration or failure in traditional academic settings.

6. Open Communication

Fostering an environment where students feel comfortable expressing their needs and asking for help creates a supportive atmosphere and encourages self-advocacy skills. Removing the stigma from SEN is very empowering for students.

7. Metacognitive Strategies

?? Teaching students how to think about their own learning processes can be particularly beneficial for those with dyslexia, helping them develop self-awareness and effective study skills.

Examples:

• Teach and model note-taking strategies like mind mapping or the Cornell method.
• Encourage students to keep learning journals where they reflect on their progress and challenges.
• Explicitly teach test-taking strategies and time management skills.

By implementing these strategies, you can create classrooms that not only support students with dyslexia but also enhance the learning experience for all students. An inclusive classroom is one where every student feels valued, supported, and capable of success, something as Educators we all work towards each day.

For further support and resources, consider exploring the following UK-based organisations:

https://www.dyslexiaaction.org.uk

https://www.thedyslexia-spldtrust.org.uk

https://www.patoss-dyslexia.org

https://www.madebydyslexia.org

As educators in independent schools, our role extends beyond simply imparting knowledge. We have the ability to shape inclusive learning environments that celebrate diversity and empower all students to reach their full potential. One of the great things about teaching students with SEN is the positive impact that you can have on their outcomes. You really do have the ability to change lives! Something so precious to be a part of as a Teacher- making a difference and having a purpose.

Lastly, don't underestimate the power of your attitude and expectations. Maintain high expectations for all students, including those with dyslexia. Being dyslexic does not impact an individual’s general intelligence. Dyslexic students are entirely capable individuals and those that you teach are quite likely to be frustrated/ embarrassed/ saddened by not being able to demonstrate what they know as well as their non-SEN peers. Your belief in their abilities can significantly impact their self-esteem and motivation to succeed and can be transformational for them. Be the reason that a child comes to school each day!