How can I support my child with Dyslexia?

Having worked with many many students who have dyslexia, and their parents, I have been witness to a whole gamut of reactions and emotions.  All parents are concerned and want the best outcomes for their child, it’s just there are differing opinions on how to achieve the best outcomes.  What are the best outcomes?  Well this is also up for debate, but for me, a positive outcome is where Dyslexia doesn’t stop the child achieving anything they want to do.   I think all the parents I have worked with would agree with this.  Again, they may disagree with how this done!

C-Pen Reader

Here are some of the parental reactions I have experience:

• “I don’t want them labelled as Dyslexia or SEN as this will hinder them in their life.”
• “They’re not dyslexic, they are just lazy and need to work harder then there won’t be problem.”
• “They must have TA one-to-one support immediately.”
• “Are you sure it’s not down to poor teaching.”
• “Well actually his/her Dad has it and so does his uncle.”
• “They will obviously now get a statement/EHCP support plan.”

So, taking this into account I would like to pass on my wisdom (makes me sound old) and experience to parents of children with dyslexia:

1.     Dyslexia is not a bad thing.  There are many many fabulous qualities that people with Dyslexia have as a result of having Dyslexia.  Last week was Dyslexia week and I saw many blogs and articles about the positives of having Dyslexia.  Google them and read them!

2.     It’s not your fault.  They don’t have Dyslexia because of something you’ve done wrong.   Dyslexia is neuro-developmental condition and not as a result of bad parenting.

3.     Your child is not stupid and having the label ‘Dyslexia’ does not mean people will think your child is stupid. Dyslexia does not affect intelligence and anyone who thinks it does is wrong (maybe stupid?)

4.     Your child will benefit from knowing they have Dyslexia and knowing how to manage it. Imagine what it does to self-esteem to not be able read as easily as your friends can.  You think there’s something wrong with you. Once children know it’s Dyslexia, that it’s not their fault, it’s just their brain works differently, the relief is clear to see.   Psychoeducation always improves outcomes.

5.     They may not automatically get additional funding or a statement.  Dyslexia has levels of severity and affects each person in different ways.  Many children with dyslexia have already developed their own strategies to manage the difficulties and don’t need any additional support.  Or the difficulties they have may not be severe enough to warrant additional funding.

6.     Having a TA to support in class isn’t the best thing.  For some parents, having a TA support their child is the holy grail.  Something that is viewed vital and necessary. However, this isn’t always the case.  Recent studies show that having a TA can be detrimental to progress – academically and socially.  Instead you should be looking at ways your child can manage their dyslexia independently.  They won’t have a TA when they leave school so by not equipping them for independent learning we are adding extra barriers for them to overcome after leaving school. There is so much assistive technology available, this should be initial go to for support.

7.     Don’t judge your child based on the artificial world of education. School isn’t the real world so don’t presume that academic levels/achievement are the only indicator of becoming a successful adult.  40% of self-made millionaires are dyslexic and I bet the vast majority of those didn’t do well at school.  Make sure ALL the talents and abilities of your child are recognised.  Don’t get caught up in the parenting competitiveness of believing the best parent has the highest achieving child (or indeed the most popular). This isn’t true.

The Frostig Center, Pasadenia, California, has conducted over 20 years of research into the lives of children & adults with SEN/LD.  With this research, and incorporating other studies, they identified six success attributes in children/adults who were successful.  They judged success as:

• having good friends
• having positive family relations
• being loved
• having self-approval
• job satisfaction
• having physical and mental health
• achieving financial comfort,
• achieving spiritual contentment and an overall sense of meaning in life.

Successful adults with LD/SEN were much more likely to have the following characteristics (and these are more important that IQ):

• self-awareness – open and specific about difficulties and how it affects their lives
• proactivity – actively engaged in the world around them
• perseverance – doesn’t like to quit but does know when to quit, able to try many strategies
• goal setting – specific, flexible goals in all areas of life, understanding of steps required to achieve goals
• using support systems – has received support but has had a successful reduction of dependence on support as getting older; able to cut the ‘chord’; support people understood and supported the moves toward independence
• emotional coping strategies – awareness of situations that trigger stress and how to manage

Further details can be found here: http://frostig.org/our-research/ld-success-predictors/ and there is a guide for parents available.

So, if you are a parent of a child with Dyslexia don’t view it as a negative.  It’s fabulous. Your child is utterly fabulous and brilliant way.  And if they do become a millionaire remember to thank their Dyslexia that they were able to develop those skills.

Study of an 8-year-old child with dyslexic tendencies and the C-Pen Reader for every day classroom based work

Supporting young children with dyslexic tendencies is not only a worry for parents, but also for teachers as cited in an article from Dyslexia Action (2017)2.  74% of those teaching dyslexic children feel dissatisfied with their initial teacher training, questioning whether if it provides them with the skills to identify and teach children with dyslexia.  Often dyslexic children are incredibly skilled and intelligent; therefore, it is imperative early identification of dyslexic tendencies are recognised to enable the implementation of the right teaching/learning style for that child (as recommended by educational psychologist Dr. Gavin Reid (2017))7.  However, reading problems can occur due to other issues such as medical and learning difficulties.  Early identification of dyslexia can prove to be challenging. 

When a clear identification has been achieved, teachers require a bag of strategies and knowledge such as access to supportive guides; for example, the Dyslexic Screener (available online)3; awareness and instruction on the use of up- to-date available assistive technology; which in turn will enable them to support the dyslexic child; and confidence to explore the child’s learning styles to help the child reach their full potential.    Finally, the teacher will need to understand the individual child’s emotional well-being, Rosie Bissett, (Dyslexia Ireland chief executive cited in Irish Examiner, 2017)8 recently stated “It is crucial that teachers understand dyslexia while at the same time having expectations for the child…”.

There are several research papers relating to assistive technology and students with learning disabilities; livescribe pen, (Harper et al. 2016)4 android software platforms, (Tariq et al. 2016)9 mobile learning (Alghabban et al. 2016)1.  However, many of these devices are aimed at the older student.  Studies involving primary aged children focus on computer-based training programmes rather than smaller hand-held devices which may encourage independence.

This study evaluated existing dyslexic teaching strategies; sounding out, phonics, learning words from sight, multi-sensory activities and aligning these tried and tested approaches with a device which promotes independent learning; the C-Pen Reader.

A further focus for this study was to gain understanding of how a primary aged child could develop independent skills and habitual behaviours which would support their future educational journey.  The dyslexic child requires continual feedback to confirm their success, they require extra time; to enable others to listen to them read; and they need to be motivated.

Extra time to practice reading and sounding out text is of great import to the dyslexic child, followed by confirmation from the adult (who often will have 20-30 other children in the classroom), before continuing with their work.  Obviously, this impacts on the dyslexic child’s chance of achieving all the work set in each lesson due to the extra minutes they require to ensure they are confident with their learning.   The C-Pen Reader was deemed the perfect device to promote such efficiency, with confirmation coming from the pen rather than an adult.

The research question: “How effective would the early introduction of assistive technology be to the primary aged child, to encourage emotional development, independent learning and lead to positive reading outcomes?”

Dyslexia – The Positives!

I recently read a fabulous article about a young boy who lives in Ireland and who has Dyslexia. His name is Ryan Hamilton Black if you want to google the article.  Anyway, Ryan isn’t bothered by his Dyslexia - he says it gives him Superpowers.  He is great at “knowing how other people feel” and at “figuring out how to work out problems.”  Fantastic!  He doesn’t see his Dyslexia as a problem, it gives him superpowers!  (I may have used too many exclamation marks there but it is great statement and I love exclamation marks!)

Also, a study commissioned by the BBC found that 40% of self-made millionaires are dyslexic. Forty Percent!!!!  Bearing in mind 5-10% of the population have Dyslexia, this is a high prevalence. Now I’m not suggesting becoming a millionaire should be deemed the pinnacle of success - there are many other, different measures of success. But for the purpose of this blog I am classing being a self-made millionaire as fairly successful!

These stories show how Dyslexia doesn’t have to hold people back.  It can be the opposite – having Dyslexia can mean you develop skills that other people don’t - superpowers! 

Dyslexia is a learning difference not difficulty. In the current education system, these positive traits may not always be apparent. The education system isn’t currently set up for Dyslexic people to shine although it is getting better, and the development of assistive technology is helping.  

So, what are the good qualities that can come with Dyslexia or develop as a result of Dyslexia that allow people can shine? What other superpowers does Dyslexia come with? I’ve spoken to friends who have dyslexia and read around on the internet to discover the positives of having Dyslexia.

Dyslexic people have to learn to think outside the box.  By not being able to work in the ‘normal’ way, they have to learn to think outside the box, think around the problem. As a result, they can develop independent thinking skills, excellent problem solving skills.  Incredibly useful skills in the ‘real world’ after school.   I have also read somewhere that 50% of NASA employees have Dyslexia, they are sought specifically for their problem-solving skills.

Many people with Dyslexia  have an improved ability to learn from experience. They remember facts as stories or experiences so learn from them.  They also think and remember in pictures so have better picture recognition memories.

Apparently, a clever scientist at Harvard did a study and found that people with Dyslexia have better peripheral vision!  So if I’m going in to space or flying in a plane having a pilot with Dyslexia is a bonus!

People with Dyslexia can be very creative.  There are many many actors and actresses who have Dyslexia but are still able to learn lines and be successful in their professional.  Picasso had Dyslexia and did many other artists. 

So, bearing all this in mind I think we need ‘Miss Dyslexia’ in the next X Men Film. She can see the bigger picture. She can solve problems others can’t. She will see things coming before anyone else.

Dyslexia - a learning difference that comes with a whole host of benefits.

Are you a Dyslexia friendly school? The Top Ten Checklist

1.     Think about visual noise

It is lovely to have lots and lots of displays around of students work. Or helpful posters and reminders about spelling.  Think about where these are displayed.  Having lots of posters/work around the board is added visual noise.  It distracts from the board.  Don’t have lots of displays around notice boards or signposts in the schools. Simple and clear makes it easier. 

2.     Don’t ask students to read aloud

I know. Everyone knows this one, except I still hear of it happening. Or the rest of the class is asked to read aloud and it’s obvious who isn’t. Ask for volunteers.

3.     Ensure Dyslexia students are not barred from high sets

If a student is orally capable of a higher set standard of work they should be in the higher sets.  Not being able to read or write because of Dyslexia should not be a bar to higher sets.

4.     Encourage Assistive Technology to be used

Allow assistive technology to be used. There are a wealth of paid for and free apps and technologies.  These can mean complete independent learning for dyslexic students.  It also prepares them for life after school.

5.     Support for lack of organisational skills

Dyslexia students are likely to be dis-organised, to expect anything else is unrealistic (similar to expecting my kids to have a tidy room).  Put in place support, reminders, spare kit etc to allow for this disorganisation.  Assistive technology can also help here with reminder alarms.

6.     Make sure students are recognised for verbal contributions

Dyslexia doesn’t affect intelligence, and often Dyslexic students can think outside the box.  Could you accept homework recorded as an MP3? Could make marking a little less boring for you as well!

7.     Have agreed visual clues

Do you have students who you know struggle to understand directions or content the first time, but they don’t like to ask you to repeat it? Have a visual clue that only you and they know, e.g. scratching their nose or pulling their ear.  You can then say, “let me just repeat that to make sure you’ve got it.” I am sure there will be other students who will benefit as well and the student won’t feel stupid.

8.     Students are praised for positive qualities

Dyslexic students very often only hear negatives about their ability.  We must appreciate the whole child.  Positive qualities must be recognised and valued. 

9.     Does not miss out on any activities

Can Dyslexic students access all your after-school clubs?  If not, why not? Many great actors are Dyslexic so that should not be a barrier to drama club. Half of NASA’s employees are Dyslexic so STEM activities stimulate Dyslexic students

10.  Create understanding amongst other students

It is important that other students understand Dyslexia as a learning difference.  That there is a reason why they do some things differently, or use technology in class. 

LISTEN UP: NEWS FOR TEACHERS/SENCOs OF STUDENTS/LEARNERS WITH HEARING LOSS AND READING DIFFICULTIES…...

Hearing loss may be something students experience from birth, a sudden onset due to health problems or a gradual issue, it may be short term or have permanent implications for the student.

Recently I became aware of a student who had temporarily lost her hearing at 4 years of age.  She started school with confidence but soon dropped behind her peers’, due to nobody being aware she was unable to hear in one ear and had partial hearing in the other.  Reading was proving to be an absolute rotten experience as she struggled with her phonics due to her incapacity to hear what was being said to her, she tried exceedingly hard but her enunciation of words gave her teachers an indication of hearing difficulties.  This was confirmed by a routine hearing test carried out by the school nurse.

C-Pen Reader

Hearing difficulties and loss will be the obvious priority for any young student, but they may also mask a reading difficulty, such as dyslexia.  The early years programme teaches reading by phonics!  With hearing loss, you may very well expect to see the student struggling with learning to read phonically; however, this can also be an early sign of dyslexic tendencies.  Once the hearing loss has been diagnosed and suitably treated, as with the little girl, the next step was to overcome having fallen behind with reading and spelling.  When the little girl reached 7 years of age a dyslexic screening test was carried out and indicated overwhelming dyslexic tendencies.

The little girl and her school where asked to be part of a study looking at the use of the C-Pen Reader to support her reading difficulties alongside other strategies.  The flexibility and support of her teachers enabled her to show confidence and independence in using the C-Pen Reader in her every day studies.  Her teachers commented how important it was to explore technology with dyslexic students and also commented on how this would work for a student with hearing aids, the girl’s history of hearing loss was questioned and therefore would the C-Pen Reader be compatible with hearing aids?

The C-Pen Reader and Exam Reader are compatible for those with hearing aids via a simple device called HEARING HOOKS.  Hearing hooks are currently promoted for use with SmartPhones , Netbooks etc, however do not be put off by the lack of mention of their most important compatible device, the C-Pen Reader and Exam Reader!  Hearing hooks will enable the hearing loss student with reading difficulties to have use of a device which promotes independent learning within school and during those important exams.  Hearing hooks, dual or singular, fit into the C-Pen Reader and/or Exam Reader exactly as they would with the supplied ear phones, via the 3.5mm jack plug.  Giving the student the freedom to have the sound played into both ears or into one.  A return to the audiologist department, who fitted the student with their hearing aids, may be required to ‘tune in’ to receiving the sound from hearing hooks but once this has been achieved there should be no other barriers!

Hearing hooks are a very reasonable cost and worth having available to support students who wish to utilise reading pens, in class and in their examinations.  Breaking down barriers and promoting access to learning is a regular supportive element within all schools today, those leading by the front are not only seeing the emotional well-being of their students rapidly improving, which in turn impacts on educational achievements leading to increased to academic success for the school, but also with the knowledge they are equipping their students to become confident adults; what more could you want!