Reading Difficulties and Dyslexia
Reading Difficulties and Dyslexia
Dyslexia is a specific learning difficulty where by some children find it difficult to learn to read, write and spell well. It is due inefficient information processing, particularly in the area of phonological (sounds of letters and words) processing. It is more complicated than simply confusing or transposing letters, for example mistaking ”b” and “d.” Difficulties in short term or working memory may also exist, in addition to organisational, sequencing and motor skill difficulties.
Someone with Dyslexia may have difficulty reading aloud or reading new material. Often they will mispronounce or misread words and when they are reading they read at a slow pace. These children are unlikely to read for pleasure and when they do read they often do not understand the material. This is often due to the amount of effort required for the “technical” aspect of reading.
With writing peoplewill often find it difficult to put their ideas down on paper, and then will have difficulty in recognising the mistakes that they have made. They will often find it easier to express their thoughts and ideas verbally rather than on paper. Often their hand writing is not neat. The above can easily lead to underachievement in school.
Others tend to be uncoordinated or clumsy and often confuse left from right.
A simple definition is that it is a learning difficulty which makes it difficult for some people to learn to read, write and spell correctly.
A Report of the Task Force on Dyslexia (2001) states that it is a continuum of specific learning difficulties related to basic skills in reading, spelling and or writing, where such difficulties are unexplained in relation to other abilities and educational experiences. Dyslexia can be described at the neurological, cognitive and behavioural levels. It is typically characterised by inefficient information processing, including difficulties in phonological processing, working memory, rapid naming and fluency of basic skills. Difficulties in organisation, sequencing and motor skills may also be present.
International Studies suggest that approximately 8-10% of the population are likely to be affected by Dyslexia. While there is no comprehensive research carried out in Ireland to determine how prevalent it is, we can assume that more than 50,000 children under 14 have Dyslexia or 2-3 children in every class in primary school.
Conditions that can frequently occur with it are Dyscalculia and Dysgraphia; Dyscalculia is where there can be significant difficulty learning and comprehending mathematics and Dysgraphia is where a child’s ability to write is affected, which can be due to fine motor muscle control in the hands and also processing difficulties.
Sarah is considered to be Dyslexic
Sarah is 17 now and was having difficulties at school. She worked very hard at her studies and achieved a good Junior Cert. Her mother describes how she spent many hours studying and that she had a home tutor once a week to help her with reading and school work. While Sarah can read and reads quickly she often does not understand what she is reading. Her comprehension is not good and her mother spends time every evening helping her with her home work.
Sarah had a psychological assessment at the end of first year and she was considered to be Dyslexic.
Sarah’s mother and father came to a Talk at Cluas and later arranged an assessment. At this assessment it was clear that Sarah had significant Auditory Processing Difficulties. The information she was processing in the classroom was not always accurate or processed quickly. Sarah was having difficulties listening in a noisy classroom and having difficulties with competing sounds. This led to difficulties with short term memory, resulting in difficulties with taking down homework and reading comprehension.
The effort she had to make in trying to understand the written word was exhausting and consequently she did not like reading.
Sarah also had difficulties when she was with a group of her peers in that she found it difficult to keep up with the conversation. She has learned over time that it is best to say very little as she is likely to say something that shows she is not following the conversation. Sometimes she avoids the group and is delighted that she has one best friend with whom she gets on with very well.
Sarah completed a Cluas Programme of three stages over 3½ months. We could see continuous improvements on her Listening Tests which were carried out seven times during the programme. Three months after completion of the programme Sarah’s progress was reviewed. We repeated the Auditory Processing Tests and each of the tests showed significant improvement.
Sarah said that she found it a lot easier to listen and understand in the class room and that she was beginning to enjoy reading rather than hating it. Sarah’s mother confirmed that homework had become a lot easier, was less ‘traumatic’ and time consuming, and that she was a far happier girl who was easier to live with. Sarah has also said that she still keeps quiet when she is in a group, however she feels more accepted.
Sarah is 17 now and was having difficulties at school. She worked very hard at her studies and achieved a good Junior Cert. Her mother describes how she spent many hours studying and that she had a home tutor once a week to help her with reading and school work. While Sarah can read and reads quickly she often does not understand what she is reading. Her comprehension is not good and her mother spends time every evening helping her with her home work.
Sarah had a psychological assessment at the end of first year and she was considered to be Dyslexic.
Sarah’s mother and father came to a Talk at Cluas and later arranged an assessment. At this assessment it was clear that Sarah had significant Auditory Processing Difficulties. The information she was processing in the classroom was not always accurate or processed quickly. Sarah was having difficulties listening in a noisy classroom and having difficulties with competing sounds. This led to difficulties with short term memory, resulting in difficulties with taking down homework and reading comprehension.
The effort she had to make in trying to understand the written word was exhausting and consequently she did not like reading.
Sarah also had difficulties when she was with a group of her peers in that she found it difficult to keep up with the conversation. She has learned over time that it is best to say very little as she is likely to say something that shows she is not following the conversation. Sometimes she avoids the group and is delighted that she has one best friend with whom she gets on with very well.
Sarah completed a Cluas Programme of three stages over 3½ months. We could see continuous improvements on her Listening Tests which were carried out seven times during the programme. Three months after completion of the programme Sarah’s progress was reviewed. We repeated the Auditory Processing Tests and each of the tests showed significant improvement.
Sarah said that she found it a lot easier to listen and understand in the class room and that she was beginning to enjoy reading rather than hating it. Sarah’s mother confirmed that homework had become a lot easier, was less ‘traumatic’ and time consuming, and that she was a far happier girl who was easier to live with. Sarah has also said that she still keeps quiet when she is in a group, however she feels more accepted.
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