tag:blogger.com,1999:blog-65627369907691425552024-03-27T18:41:10.723+00:00dealing with dyslexia<br><br><br>
Do you worry about your child's reading and writing skills? Are you concerned that they are not reaching their full potential or that their literacy issues are holding them back?Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.comBlogger24125tag:blogger.com,1999:blog-6562736990769142555.post-32174098094604629222024-03-20T10:16:00.001+00:002024-03-20T10:28:32.686+00:00Supporting Home Educated Children<p>Some years ago, I wrote about home education and how it was on the rise. A news story on the subject caught my eye again the other day saying that there has there been another marked increase over the last year - a rise, in England alone, of over 10,000. Whilst the article focused on England, I suspect numbers have risen significantly here in Wales too. I am certainly seeing an increase in home educated children coming to see me for screenings and tuition. The article also claimed that many parents feel that they have no option but to withdraw their children from school. For many, it doesn't feel like a choice. The article made reference to parents who have abandoned careers to take on the role of home educator because the school system hasn't adequately met their child's needs.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIjTSM6yfWoIwcZAyeGCvfSBJVVvzv1f1feXH25vX8QwE86zNlMrb5MmPaKVA9sNQHU1eIOOEbLCBWMttUtFrJmmysJ8v4aVXSfMLZ0KDCtYvD5ybfOZi7FiWt4Y6O-6BTV5kqhSdsi-A3J6sMZ6Zi55t0YPb6cp2TNN1-ehuZOj6Ag3PNWMg4Rz3IrO8/s2125/child%20learning.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2125" data-original-width="1534" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIjTSM6yfWoIwcZAyeGCvfSBJVVvzv1f1feXH25vX8QwE86zNlMrb5MmPaKVA9sNQHU1eIOOEbLCBWMttUtFrJmmysJ8v4aVXSfMLZ0KDCtYvD5ybfOZi7FiWt4Y6O-6BTV5kqhSdsi-A3J6sMZ6Zi55t0YPb6cp2TNN1-ehuZOj6Ag3PNWMg4Rz3IrO8/w231-h320/child%20learning.jpg" width="231" /></a></div><p></p><p>For other parents sited in the article, the rigid nature of most schools - you either go all the time or you don't go at all - has led to many parents feeling forced to home educate as full time school has proved to be too much for their child. </p><p>Having educated my child at home during the pandemic, I take my hat off to parents teaching their children at home. It is a huge responsibility and one that can be both challenging and rewarding in equal measure.</p><p>I work with lots of home educated children who have been let down by the school system. With severe budget cuts and overworked teachers, it isn't altogether surprising that they can't always cater for children, particularly those who are neurodivergent. </p><p>Many home educating parents use tutors, like me, for additional support.To help pick up the pieces after what has often been a very negative experience at school and help children to rediscover their love of learning.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW3zny8xWtwtVb-SfIVSKFUmi98vimZLVYV18OtbEOW5ySbK_Cbb5MTWB2RzNYUEF6ThdZlqOO2czVsIdsmC-bUFQmC9zKXtFvIvWhkLmCa5dj4l0hCex523G8c-3lgXn4zpKlDyf7gDcSHqST_z0qAY_RzNZ94GmGzvbOV2KUbpA-zzaL2GaCuicDpZM/s5400/boy-doing-homework.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="5400" data-original-width="3600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW3zny8xWtwtVb-SfIVSKFUmi98vimZLVYV18OtbEOW5ySbK_Cbb5MTWB2RzNYUEF6ThdZlqOO2czVsIdsmC-bUFQmC9zKXtFvIvWhkLmCa5dj4l0hCex523G8c-3lgXn4zpKlDyf7gDcSHqST_z0qAY_RzNZ94GmGzvbOV2KUbpA-zzaL2GaCuicDpZM/s320/boy-doing-homework.jpg" width="213" /></a></div>Tutors can, of course, provide tuition that caters specifically to a child's needs but they can do more than that. They can help to relieve anxiety and stress and, if required, provide help and guidance to families who are just trying to do the best for their children. <p></p><p>For me, being able to support home educated children is a joy. I love watching them flourish as they get their heads around the craziness of the English language. I love helping to rebuild their confidence and watch them succeed. </p><p>In all honesty, it can be hard enough to support a dyslexic child, even if they attend a supportive school, but navigating dyslexia as a home educator can be fraught. It is a real privilege to be able to help.</p><p>If you'd like to read the article in full, here's the link: https://amp.theguardian.com/education/2024/mar/13/children-failed-why-more-english-parents-home-educating </p><p>If you'd like support or advice for your child then <a href="https://dyslexiaadvice.blogspot.com/#contact_form" style="background-color: white; color: #2288bb; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; text-decoration-line: none;">Contact me</a><span face="Arial, Tahoma, Helvetica, FreeSans, sans-serif" style="background-color: white; color: #1d2129;"> today. I can help. Dyslexia and literacy tuition, dyslexia and dyscalculia screening and dyslexia training available.</span></p><p><br /></p><br /><p><br /></p>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-27666140509232009182021-04-28T11:13:00.002+01:002021-05-04T14:53:30.283+01:00Is a dyslexia assessment needed to get help in GCSEs? And other important questions answered.<p><span style="font-family: verdana;">A lot of people ask me how they can get help for their children in their GCSEs. There is a very clear process but it relies on the school playing their part and on parents understanding the process. So, I've set out some frequently asked questions below, together with some answers.</span></p><p><span style="font-family: verdana;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9fVIZwntrFzup1ttqAz-jC9RN5xv8VyHiGLDJX14JZN4-6kJAmC6KpAD9fidXm9yhPc0Ps4AfCPgT1mdPTbA5ft5ApDoqdOU-z_uINXg1-pr0Xg1ap1UDw8kFLOpTkdlVC2nwcSpxaJQ/s239/student+at+desk.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="239" data-original-width="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9fVIZwntrFzup1ttqAz-jC9RN5xv8VyHiGLDJX14JZN4-6kJAmC6KpAD9fidXm9yhPc0Ps4AfCPgT1mdPTbA5ft5ApDoqdOU-z_uINXg1-pr0Xg1ap1UDw8kFLOpTkdlVC2nwcSpxaJQ/s0/student+at+desk.jpg" /></a></span></div><span style="font-family: verdana;"><br /></span><p></p><p style="text-align: left;"><b><i><span style="font-family: verdana;">Should I get my child assessed privately in order to get my child extra time and other access arrangements in exams? </span></i></b></p><p style="text-align: left;"><span style="font-family: verdana;">A private assessment will provide more information about your child's strengths and weaknesses and can act as a catalyst to get the school to address your child's needs. It should encourage the school to make their own assessments and shouldn't be ignored. However, please note, that schools do NOT take private assessment exam recommendations, e.g. for extra time, into account when arranging access arrangements <i>unless </i>the school were involved in the assessment. For this to happen, the assessor needs to contact the school SENCo/ALNCo prior to the assessment taking place. </span></p><p style="text-align: left;"><i><b><span style="font-family: verdana;">What sort of access arrangements are available for GCSE?</span></b></i></p><p></p><div><div><span style="font-family: verdana;">Access arrangements include lots of adaptations including exam papers printed on different coloured paper and extra time through to using speech to text software, a computer reader or having a scribe.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><i><b><span style="font-family: verdana;">Who decides if my child needs access arrangements ? </span></b></i></div></div><div><i><b><span style="font-family: verdana;"><br /></span></b></i></div><div><span style="font-family: verdana;">Ideally, it should be a decision made by parents, the child and teachers. Regardless of whether a child has been formally assessed, the school will decide if a child needs to be assessed for access arrangements based on their need. The idea of access arrangements is to create a level playing field so that a child is not disadvantaged by their disability. Once a child's needs have been identified, these measures must be put in place in the classroom. The JCQ ( Joint Council of Qualifications) will then send an assessor to see if your child meets the criterion.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><i><b><span style="font-family: verdana;">Do I need to pay the JCQ for the assessment?</span></b></i></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;">There is no charge for a JCQ assessment. The assessor may be someone in the school who is suitably qualified.</span></div><div><b><i><span style="font-family: verdana;"><br /></span></i></b></div><div><i><b><span style="font-family: verdana;">How can I make sure that my child gets the access arrangements that I think she needs?</span></b></i></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;">The short answer is: you can't. Having dyslexia, even if it has been formally diagnosed, is no guarantee that your child will get any access arrangements put in place. However, exam access arrangements are based on your child's 'normal way of working' in class. So, if they usually have beige paper handouts, extra time in school exams or a computer reader, then they are likely to get these in the GCSE exams. It is important to get the school to follow these practices early on - ideally from the beginning of Year 10 or even earlier if possible. This means that the school have had a chance to find the right adjustments that work for your child and that they can clearly be described as being your child's 'normal way of working'.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><i><b><span style="font-family: verdana;">What does 'normal way of working' mean?</span></b></i></div><div><i><b><span style="font-family: verdana;"><br /></span></b></i></div><div><span style="font-family: verdana;">Curiously, the JCQ don't expect children to be working in this way in every class and all the time as the phrase might suggest. For example, it might be that your child only uses speech to text software for essay writing. However, it has to be an established way of working that your child does regularly.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><i><b><span style="font-family: verdana;">My child has been told she doesn't qualify because she has done 'too well' in her tests. What does this mean?</span></b></i></div><div><i><b><span style="font-family: verdana;"><br /></span></b></i></div><div><span style="font-family: verdana;">This is a bone of contention amongst many parents of very able children with dyslexia and why some children with dyslexia don't get any access arrangements. The school has to prove that a child is at a disadvantage without access arrangements. This involves looking at what the child's 'normal way of working' is but also involves looking at their standardised test scores. This means that if their writing, processing or reading speed is slower than would be expected for their age then the school can apply but otherwise, they can't apply for exam access arrangements. However, recently, the JCQ has begun accepting the use of a computer reader in exams for children for whom this is their 'normal way of working' - regardless of whether they have below average reading scores.</span></div><div><i><b><span style="font-family: verdana;"><br /></span></b></i></div><div><i><b><span style="font-family: verdana;">My child is set to do GCSEs next year and nothing is in place. Is it too late?</span></b></i></div><div><i><span style="font-family: verdana;"><br /></span></i></div><div><span style="font-family: verdana;">No, it's not - but you do need to get in touch with the school as soon as you can and request that they do the standardised tests and discuss what is - or should be - your child's 'normal way of working' in class. You then need to insist that they immediately put these measures in place.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;">I hope this helps. Essentially, the process of getting access arrangements relies on schools and parents working together. It is, of course, in a school's interest for your child to have all applicable access arrangements put in place; if they do better, it reflects well on the school. </span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;">My tip would be to get everything in place as early as you can. Start by talking to the SEN/ALN co-ordinator. Talk about your child's needs and what they are doing to support your child. Have they done standardised tests? Can they do them? Then monitor the situation. Put things in writing - e-mail is great for keeping a paper trail. And keep reminding them about the need for access arrangements. High school can be a busy place and, sadly, children can slip through the net.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><b style="background-color: white; color: #222222; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15.4px;">Want to know more? Contact me today to get your child the help and support they need to succeed. </b></div><p></p>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-21732250281001305132020-03-30T19:02:00.002+01:002020-04-20T15:56:35.604+01:00Why the lockdown is a golden opportunity for dyslexic children and parents<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Over the last week I've picked up on a lot of anxiety from parents voicing concerns that their children will fall even further behind their peers during the current lock-down. Many parents have<i> already </i>reached breaking point trying to get their children to complete all the schoolwork that well intentioned and hardworking teachers have provided. If this includes you then stop. Take a deep breath. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">First, remember, teachers are not expecting all the children to complete the work. They have provided a lot of tasks because a) that's their job and b) there will be children out there who need the routine and/or academic stimulus to maintain </span><i style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">their</i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"> mental health and well-being. Teachers are aware that most parents aren't teachers, that many parents are still working either as key-workers or from home and that many children will find it hard to accept classroom lessons being delivered by a parent! </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">So, what </span><i style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">can</i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"> you do? In all honesty, now is actually a perfect opportunity to support your child in the way</span><i style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"> you </i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">know best. You may not be a qualified teacher but you are, and always will be, your child's first and most influential teacher. Remember all the things you taught them before they went to school? Walking? Talking? Using the toilet? Making friends? The list goes on and on...</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Take this time to focus on building your child's self-esteem. Let them concentrate on the things they love and are good at. My pupil's interests range from creating fabulous comic books to baking and sketching to developing an encyclopedic knowledge of Harry Potter! If you can cover some of the school curriculum through their interests then do so. For example, if you have a budding chef in your home then encourage them to record their recipes; write them down or use voice to text software to record their recipes. Maybe compile their own personalised recipe book. Encourage illustrations, research recipes on-line or make videos. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">There are lots of positive role models out there, in all walks of life, like the chef Jamie Oliver, who are dyslexic so maybe take some time to find out more about them. Let your child see that they can be successful and happy too.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Alongside raising self esteem and letting them take the lead on tasks, you can also use this time to teach them useful skills that will help them in the classroom. These could include:</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">1) Undertaking an on-line phonics program like Nessy or Reading Eggs. Most children, particularly primary aged children love these and make good progress.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">2) Getting an on-line specialist tutor (I've moved all my lessons to Skype during the lock-down with very positive results). A different face can make all the difference and a specialist tutor will be able to gauge where your child needs specific support.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">3) Buying a teaching manual and working through it. Many children respond well to structured multi-sensory programs like Toe by Toe and Alpha to Omega. You can find these on Amazon or you may be able to order them via your local bookshop if they offer deliveries.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">4) Teaching your child to touch-type. The BBC have a good free touch type course called Dance Mat aimed at 7-11 year olds. Ideal if your child struggles with their writing speed or has poor handwriting.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">5) Playing games such as Uno and pairs to improve memory. Try brain-training games online. Some children find these help to improve their working memory.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">6) If your child struggles with maths then check out books by Ronit Bird, The Dyscalculia Toolkit is my favourite. Playing games on-line like those on Sumdog or Mathletics can also help.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">7) Listening to audio-books. These allow your child to enjoy books without the pressure of having to get the words right. Audible are giving away lots of free children's audio books whilst schools here remain closed.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Please don't worry. Teachers know that they will have to support most children to catch up with the curriculum when they return to school. Focus for now on being happy, staying healthy and, if you can, helping your child to learn those key skills that will help them to succeed and to feel better about themselves. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Above all, stay safe and enjoy each others company. </span><br />
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<b>Want to know more? Contact me today to get your child the help and support they need to succeed. </b>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-78448895883360897072020-03-02T13:43:00.000+00:002020-03-02T13:44:04.674+00:00Catching them young. How to help your pre-school child.<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">A few weeks ago I had the pleasure of doing a drop in session at a toddler play session in </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; text-align: justify;">Mid Wales. As the toddlers spun around the hall in toy cars and happily played alongside one another, I chatted with parents and carers. Many people had tales to tell of how their dyslexia hadn't been properly addressed by schools. There were some positive outcomes but, sadly, they were largely down to the determination and sheer hard work of the individual rather than down to getting the right support from the education system.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNCTCbgKh0Zrl3EPv4J_Sgt1khWAnv3mESt-5pflFpjI-H2yfPwcutDJF87TrlnMzGdtae28av6t8JypqFa7iBXKwDc_KcOYbrWiPakrzl1djVflvq95R3cGBTkNll0HtbAqVin8tTBPY/s1600/toddler+reading.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="580" data-original-width="640" height="290" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNCTCbgKh0Zrl3EPv4J_Sgt1khWAnv3mESt-5pflFpjI-H2yfPwcutDJF87TrlnMzGdtae28av6t8JypqFa7iBXKwDc_KcOYbrWiPakrzl1djVflvq95R3cGBTkNll0HtbAqVin8tTBPY/s320/toddler+reading.jpg" width="320" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; text-align: justify;">Knowing that dyslexia runs in families, I knew that some of these little ones, playing in the hall, were bound to be dyslexic. I hoped that they would get more support in school than their parents had. School shouldn't be a big struggle for anyone and with the right support children with dyslexia </span><i style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif; text-align: justify;">can and do</i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; text-align: justify;"> thrive. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Many parents wondered what they could do to support their young children. Early intervention is key with dyslexia and whilst you can't spot the signs till the age of three or screen till they are four and a half, there is no harm in supporting them in their toddler phase. The truth is, the things you do for children with dyslexia work for all children. There is no downside.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">With that in mind, here are some suggestions for things you can do with your pre-school child.</span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Sing nursery rhymes and encourage your child to join in</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Talk about words that rhyme and clap out the rhythm of your child's name</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Play sound lotto. Try closing your eyes and identifying the noises around you</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Sound words out using the letter sounds e.g m-a-n</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Play I Spy – there are lots of variations e.g I spy something that rhymes with hat/ starts with the same sound as dog/ starts with the sound b</span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Play with foam letters in the bath. Spell out your child's name or names of other family members. Just let them handle and play with the letters</span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Play Kim's game to help improve memory skills – put objects on a tray, cover them with a tea towel then remove an item and ask your child to say what is missing</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Practice forming letters in sand, using shaving foam,play dough or simply using your finger in the air</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Use wooden or magnetic letters to help your child to sequence and name letters of the alphabet</span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Essentially, you want to make letters and words an everyday part of your child's life – constant exposure in a relaxed way can make all the difference. In addition to the suggestions above, just read to your child and fill them with a love for the written word. Listen to audio books in the car or have them on in the background at home. The more familiarity the better. And it is never too early to start!</span><br />
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<b><br /></b><b>Want to know more? Contact me today to get your child the help and support they need to succeed. </b><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span><br />
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Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-43575986475948237902020-01-22T11:33:00.001+00:002020-01-22T11:33:28.377+00:00Children with dyslexia don't need to struggle. They just need the right support.As a new year begins and everything gets back to normal, many children with dyslexia will be back at school and getting used to feeling like failures again. It's sad but true.You see, it's fairly easy for these children during the holidays, easy to let them just get on and enjoy those things they're really good at, whether it's spending hours sketching or drumming, dancing or swimming. I know children who shine at all these things.<br />
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The trouble is, school is largely a place of words and numbers where additional skills such as following complex instructions and listening are required. These are things that many dyslexic children struggle with. The result is a child whose self esteem hits rock bottom the moment they walk into the classroom.<br />
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<tr><td class="tr-caption" style="font-size: 12.8px; text-align: center;">Children with dyslexia don't need to struggle to succeed</td></tr>
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It doesn't have to be this way. With a few simple adjustments, the classroom can be a dyslexia friendly place. Here are a few easy changes that will cost your school next to nothing to implement:<br />
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1) Keep instructions concise; many dyslexics have poor working memory so will forget instructions if they are too long-winded.<br />
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2) Print handouts instead of expecting a child to copy from the board; whilst a child with dyslexia is copying from the board, they're not able to listen to what is being said. Also, many dyslexics make mistakes when copying - which may lead to huge problems later when they try to complete the task.<br />
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3) Print handouts on off-white paper. Many dyslexics will find them easier to read.<br />
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4) Provide appropriate spellings for tests. Start with the high frequency word list. Give no more than ten words per week and make sure they all correspond to a word family e.g words with 'ay' in.<br />
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4) Provide dyslexia friendly reading books. It is really demoralising for a child to be faced with a 'baby' book simply because they struggle with reading. Books produced by companies such as Barrington Stoke match actual age to reading age so that the books interest the child.<br />
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5) Allow more time for a dyslexic child to complete their work and never use staying in at playtime as a sanction. They are doing their best.<br />
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Many schools will already be implementing these changes for their dyslexic pupils but many more won't be. It's not because they don't care. It's because they don't know. When I trained to teach twenty five years ago, dyslexia was mentioned once in my training. Things have improved a bit since then but remember, a lot of class teachers will have had little or no training on how to support dyslexic pupils.<br />
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So what can you do if your child isn't being supported and is feeling that sense of failure?<br />
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Well, firstly, does the school recognise that your child is dyslexic? If not then ask the class teacher about screening. Can they screen your child? Many schools will, some won't. If they are not prepared to screen (or if they do and you want a second opinion) then get a private screening done. A screening will highlight your child's dyslexic traits and whilst it is not a formal diagnosis, it is enough to get most children the initial help that they need.<br />
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I have had a lot of success screening children here in mid Wales. It makes me so happy when I hear of all the positive changes that have been put in place when parents take my report and recommendations back to school.<br />
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Remember as well that the law is on your side; if a school suspects that a child is dyslexic then they have a legal duty to make reasonable adjustments in the classroom and to provide appropriate additional support (often referred to as 'interventions'). Depending on the results of a screening, the school may also refer your child to the LEA educational psychologist for a formal assessment.<br />
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Finally, if you can afford to, consider employing a specialist tutor. I first became interested in tutoring children with dyslexia after seeing how my friend turned her seven year old daughter's life around by getting her weekly lessons with a specialist tutor. Her daughter is grown up now, at art college in London and is reaching for the stars. Remember, children with dyslexia don't need to struggle. With the right support they will succeed.<br />
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<b>Want to know more? Contact me today to get your child the help and support they need to succeed.</b><br />
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<br />Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com2tag:blogger.com,1999:blog-6562736990769142555.post-67401854882818312322019-12-05T11:35:00.004+00:002024-03-20T10:47:30.746+00:00How to get schools to listen <span face=""verdana" , sans-serif">"I just can't get them to understand." This is something I hear a lot from parents who have tried to talk to their child's school about their concerns around dyslexia. Schools are busy places and it can be hard sometimes for busy teachers to separate out the 'big' concerns from the 'little' ones. </span><br />
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<span face=""verdana" , sans-serif">So how can you get your voice heard? Well, first, pick your time wisely. First thing in the morning, most teachers are very busy. The sorts of issues they'll need to deal with then are things like what staff are off sick and whether everyone has remembered their P.E kit.</span><br />
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<span face=""verdana" , sans-serif">Ask the class teacher if you can have a chat after school then raise your concerns - be sure to take a list. Give concrete examples of where you feel your child is not making adequate progress, e.g perhaps they are still on level 2 reading books whilst their friends are on level 6, and ask the teacher what she is doing to help them make progress. </span><br />
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<span face=""verdana" , sans-serif">Allow the teacher to tell you their take on your child's performance. They may well have already spotted weaknesses and be doing all they can to address them.</span><br />
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<span face=""verdana" , sans-serif">Ask about screening. A screening will highlight areas of weakness and dyslexic tendencies. In Wales there is a lot of confusion about whether primary schools will screen. There appears to be no general consensus from the Welsh government or even amongst a lot of the local authorities. I know some schools that screen, if asked, schools that won't and a small number that screen automatically if they have concerns. The class teacher will probably have to consult the SENCO/ALNCO to arrange a screening.</span><br />
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<span face=""verdana" , sans-serif">If your school refuses to screen then you can get your own screening test done and take the results into school. When I do a screening, I include a detailed report plus suggestions for reasonable adjustments and specialist support.</span><br />
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<span face=""verdana" , sans-serif">Once a screening has been done, and depending on the results, make an appointment with the SENCO. Ask them, in light of the results, what they intend to do to support your child. Can they implement the suggestions in the screening report? Have they got their own ideas? </span><br />
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<span face=""verdana" , sans-serif">Remember, however exasperated you may be with your child's school, try to be positive. Praise and thank the staff for what they have done so far to support your child. Approach the meeting as an opportunity to focus on what you can all do to provide your child with the best support possible.</span><br />
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<span face=""verdana" , sans-serif">Many schools, when faced with screening results that confirm that a child has dyslexic traits will put reasonable adjustments in place and offer specialist interventions. For example, additional reading support, use of a computer programme to improve spelling etc.</span><br />
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<span face=""verdana" , sans-serif">Some schools won't. And this is when you'll have to quote legislation and take things to a higher level. Dyslexia is covered by the Equality Act, 2010. Schools have a duty to identify, assess and support children with dyslexia. A school must support a child if they know or suspect that a child is dyslexic. So, if they have concerns, it is no defence to say that they haven't screened so don't know. It is also no defence to say that the school doesn't recognise private screening tests or private assessments. In law, they have to do so.</span><br />
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<span face=""verdana" , sans-serif">Ask for a meeting with the headteacher as well as the SENCO. Faced with a parent who knows their rights, most schools will either accept the screening that you have had done or will do their own - which is likely to have similar results to yours. Then they have to act. </span><br />
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<span face=""verdana" , sans-serif">Once you have everything in place, make sure that you have regular review dates - in order to check that what the school said was going to happen has been implemented and to check on your child's progress.</span><br />
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<span face=""verdana" , sans-serif">Finally, accept that what your school can offer may not be enough. Budget cuts mean many schools hands are tied when it comes to getting adequate funds. Also, despite their best efforts, some schools may simply lack the expertise to adequately cater for your child's needs.</span><br />
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<span face=""verdana" , sans-serif">If this is the case then, if you can, find a specialist tutor in your area. I find schools are generally amenable to allowing pupils out to see me in school hours. The phrase to use when asking a headteacher for permission to take your child out for regular lessons is to request that your child leave school to be 'educated off-site'. Remember, you also have a legal duty under the Children Act to ensure that your child receives a suitable education that matches their needs.</span><br />
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<span face=""verdana" , sans-serif">If you cannot afford a regular tutor, then you can teach your child yourself. There are many books available with suggestions on ways to support your child or you can invest in apps or software packages such as Nessy. Little and often is the key to ensuring that your child will retain the information and not get fed up.</span><br />
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<span face=""verdana" , sans-serif">Essentially, don't give up. Push the school to support as much as they can and then do whatever else you can to give your child the support they need. Remember, dyslexia doesn't go away but it can be overcome. </span></div><div><br /></div><div>If you'd like support or advice for your child then <a href="https://dyslexiaadvice.blogspot.com/#contact_form" style="background-color: white; color: #2288bb; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; text-decoration-line: none;">Contact me</a><span face="Arial, Tahoma, Helvetica, FreeSans, sans-serif" style="background-color: white; color: #1d2129;"> today. I can help. Dyslexia and literacy tuition, dyslexia and dyscalculia screening and dyslexia training available.</span><br />
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Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-20193897376873818502019-11-22T12:04:00.002+00:002019-11-22T12:04:47.553+00:00Do all dyslexic children struggle with reading?<span style="font-family: "verdana" , sans-serif;">Do all dyslexic children struggle with reading? The simple answer is no. Which may come as a surprise to you, unless you happen to live with a child who appears to be reading perfectly well for their age but whose spelling or handwriting lags behind.</span><br />
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<span style="font-family: "verdana" , sans-serif;">I recently screened a child who was clearly very intelligent. His parents had a feeling that their son was dyslexic. It ran in the family. They knew the signs. The school said that in on-line screening tests that <i>they</i> had done, their son had performed well and that they had no concerns. </span><span style="font-family: "verdana" , sans-serif;">How can he have a problem? They said, he </span><span style="font-family: "verdana" , sans-serif;">performs to the average in tests. </span><br />
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<span style="font-family: "verdana" , sans-serif;">Yet each day, his parents observed, was clearly a struggle for their son who had issues with things like remembering instructions and copying off the board and had poor handwriting and spelling. He was also very good at grasping big concepts, had an excellent vocabulary and an encyclopedic knowledge of things like animals.</span><br />
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<span style="font-family: "verdana" , sans-serif;">I did a more in depth screening and found traits of mild dyslexia. When the parents told the school, they were surprised and struggled to accept the results. They couldn't reconcile the child's reading skills and test results with dyslexia.</span><br />
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<span style="font-family: "verdana" , sans-serif;">I can understand why the school was baffled. But the thing is, if a child of above average intelligence is only performing to an average level in literacy then something<i style="font-weight: bold;"> is wrong. </i></span><br />
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<span style="font-family: "verdana" , sans-serif;">I started looking into the whole issue of exceptionally clever children and dyslexia. Some professors call it 'stealth dyslexia' and it's more common than you'd think. Many children with stealth dyslexia are never identified and it is only as adults, either in higher education or beyond, that people realise that dyslexia is the root cause of lots of things they find difficult.</span><br />
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<span style="font-family: "verdana" , sans-serif;">Children with stealth dyslexia will read well. Particularly to themselves and when words are in context e.g in a story. Some, but not all, may struggle to decipher words out of context e.g unrelated words in a list. But it is with spelling and particularly with handwriting that the problems are most evident. They may also struggle with working memory, with sequencing, with time and with organisational skills.</span><br />
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<span style="font-family: "verdana" , sans-serif;">I suppose what this child's experience has shown me, is that if you have any concerns about your child, then<i><b> act on them</b></i>. One thing that I have learnt over the years, as a teacher, tutor </span><i style="font-family: Verdana, sans-serif;">and</i><span style="font-family: "verdana" , sans-serif;"> parent is that parent's intuition is usually correct and always worth investigating. </span><br />
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<span style="font-family: verdana, sans-serif;">Next time, I'll explore constructive ways that you can help your school to understand your child's needs and practical ways that you can support them at home. </span><br />
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<span style="font-family: verdana, sans-serif;">In the meantime, if</span><span style="font-family: verdana, sans-serif; font-size: x-small;"> </span><span style="font-family: Verdana, sans-serif;">you'd like to know more about stealth dyslexia then click on this link:</span><br />
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<span style="font-family: "verdana" , sans-serif; font-size: x-small;"> </span><a href="http://www.davidsongifted.org/search-database/entry/a10435">http://www.davidsongifted.org/search-database/entry/a10435</a><br />
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<b style="background-color: white; color: #222222; font-family: arial, helvetica, sans-serif; font-size: 15.4px;">If your child is struggling then contact me<a href="https://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888;"> </a>today to get them the help and support they need to succeed.</b><br />
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Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-43453154575135203262019-10-25T15:12:00.001+01:002019-11-13T16:17:52.764+00:00Schools are failing 80% of dyslexic pupils. Is your child one of them?<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">At least 8 out of 10 dyslexic pupils aren't being diagnosed or supported by schools. That was the worrying news that I woke up to today. The news is based on a report p<span style="background-color: white;"><span style="color: #404040;">ublished by the All-Party Parliamentary Group for Dyslexia and other Specific Learning Differences. The report looked at pupils in England, but I fear a report here in Wales might well reveal similar sobering statistics.</span></span></span><br />
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<span style="background-color: white; color: #404040; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Over the last few years, I have done a number of dyslexia screenings. Many of the parents who come to me have been concerned about their children's progress for some time. In some cases for a number of years. Reasons put forward from the schools as to why these children haven't been screened vary from 'they're not old enough yet' to 'they're not </span><span style="background-color: white; color: #404040; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">under-performing enough' to, most worryingly,</span><span style="background-color: white; color: #404040; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"> 'we don't have any dyslexia in our school'. </span><br />
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<span style="background-color: white;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="color: #404040;">The situation surrounding dyslexia and schools is frustrating, upsetting and perplexing. It is frustrating for parents who know there is a problem and have to stand back and watch their child fail, upsetting for pupils for whom school is a daily struggle and perplexing because </span></span></span><span style="background-color: white; color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif; font-size: 16px;">schools and local authorities have <i><b>a legal duty to try to identify, help and assess </b></i>children suspected of having dyslexia.</span><br />
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<span style="background-color: white; color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif; font-size: 16px;">I know that in Wales, there are budget cuts that prevent schools from being able to provide the support that they would like to. At least 10% of all pupils are dyslexic - with an average primary school having around 260 pupils - that equates to a whole class worth of dyslexic pupils. </span><br />
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<span style="background-color: white; color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif; font-size: 16px;">The other issue is a lack of awareness amongst school staff. Even newly qualified teachers still don't learn much about dyslexia when training to teach. Many older teachers will have had no training at all. </span><br />
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<span style="background-color: white; color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif; font-size: 16px;">This combination of a lack of money and expertise means that, <i><b>despite the very best of intentions,</b></i> many schools continue to fail their dyslexic pupils. </span><br />
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<span style="background-color: white; color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif;">Another worrying finding in the report, which reflects my experience,</span><span style="background-color: white;"><span style="color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif;"> is that even though schools are legally obliged to carry out an assessment (if they strongly suspect dyslexia), they frequently don't and those parents that can afford to are having to pay for a private assessment. </span></span><br />
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<span style="color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white;">More worrying still is that, even with an assessment, the report found that many schools are failing to provide adequate support and those parents who can afford to are employing tutors, like me, to support their children.</span></span><br />
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<span style="color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white;">Of course,<b><i> I</i></b><i><b> see a lot of positives</b></i>; many of the children that I have screened have taken the report back to school and received additional support. Many have also come to me for lessons which have helped them to reach their potential.</span></span><br />
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<span style="color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white;">But this doesn't help parents who can't afford extra tuition or private screenings. I keep my prices as low as I can - but I can't reach everyone. That's why I have started doing dyslexia drop in sessions, so that I can at least offer some advice to parents on how best to support their children and advise them on their rights and the school's legal obligations.</span></span><br />
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<b style="background-color: white; color: #222222; font-family: arial, helvetica, sans-serif; font-size: 15.4px;">If your child is struggling then contact me<a href="https://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888;"> </a>today to get them the help and support they need to succeed.</b><br />
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<i>Want to find out more? Here's a link to the BBC article: </i><a href="https://www.bbc.co.uk/news/uk-england-50095218">https://www.bbc.co.uk/news/uk-england-50095218</a><br />
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<span style="color: #404040; font-family: "helmet" , "freesans" , "helvetica" , "arial" , sans-serif;"><span style="background-color: white;"><br /></span></span>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-60834315667940905982019-09-26T11:33:00.001+01:002019-09-26T11:33:30.189+01:00Words Apart. How to triumph over DyslexiaI discovered a fabulous book shop this week. It's called <i>Turn the Page </i>and it is a children's bookshop in Aberystwyth. It's tiny but crammed full of lots of little gems including a lot of dyslexia friendly books, many of them published by Barrington Stoke.<br />
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The owner Mande gave me a fascinating book entitled <i>Words Apart</i>.<i> </i>It's contains accounts from people in Wales with dyslexia or living with someone with dyslexia plus some tips on supporting those with dyslexia. It's all very interesting and inspiring from actor Lloyd Everitt's account of how he memorises his lines using symbols to Catherine Jones's account of how she fought for her son's dyslexia to be recognised.<br />
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Catherine's account struck a cord with me as it closely mirrors what I have witnessed in my own dealings with schools. In fact, I was advising a parent on this very subject just last week.<br />
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So, this is a brief synopsis of Catherine's journey to get her child's needs addressed. Catherine and the class teacher suspected her child was dyslexic when he was in Year Three. Catherine spoke to the school. Someone from the LEA did a very brief screening online and told her there were 'no real issues'. Catherine wasn't convinced. She took her child to be assessed by a third party. Dyslexia was confirmed. She took the results back to school. The LEA subsequently did a full screening and confirmed that her son was dyslexic.<br />
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I have had a number of parents report this to me. When I do a screening, and it suggests dyslexia, schools usually either a) agree or b) do their own screening which confirms my findings.<br />
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What was heartening to read in Catherine's account, though, was what happened next, and again, it mirrors my experience. The report contained recommendations for changes in the classroom - simple things like making sure the child was near the board. After some initial hiccups, most of the teachers took the advice on board and ultimately her child flourished.<br />
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My experience is the same; some children I have screened have had a lot of classroom adjustments made and have been given loads of additional support. Sometimes lessons with me have been included in their IEP (Individual Education Plan). Sometimes, it has been a bit more of a battle with parents having to meet with the ALNCO/SENCO and headteacher to get something put in place. But ultimately, something positive is achieved.<br />
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Of course, some schools are very thorough and <i>are</i> meeting the needs of all the children in the class but the knowledge that 10% of school children are dyslexic and many of them are being neglected by the school system is depressing.<br />
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Books like <i>Words Apart</i> show how hard the battle for diagnosis and support can be but also what a positive effect intervention can have on helping those with dyslexia to reach their potential. It also shows us how creative, tenacious and inventive people with dyslexia can be and that being dyslexic doesn't have to be a barrier to having a happy fulfilled life and to achieving your dreams.<br />
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<b style="background-color: white; color: #222222; font-family: arial, helvetica, sans-serif; font-size: 15.4px;">If your child is struggling then contact me<a href="https://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888;"> </a>today to get them the help and support they need to succeed.</b><br />
<br />Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-48931535823891698542019-09-17T10:59:00.002+01:002019-10-02T10:30:16.470+01:00Why screen for dyslexia?<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">A lot of people ask me,"What is dyslexia screening?" and "Is it worth doing?" Here's my best explanation.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Dyslexia screening is the first step towards discovering if your child's difficulties may be linked to dyslexia. Whether your child goes to school or is home-educated, if you have concerns about their reading, writing or spelling then a screening will provide answers. </span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Typically a screening lasts about half an hour or so. Your child will undertake a series of short tasks covering various aspects of literacy. The results are then collated and a report provided to you which shows your child's areas of strength and weaknesses. Alongside the report, a good screening should provide advice and suggestions for activities to help your child improve their skills.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">So, what can you do with the results? Well, the screening results can be used in a number of ways.</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Take the screening results into school and share them with the SENCO/ALNCO. </span>I have seen <i>very positive improvements </i>made for children when parents have shared their screening test results with the school.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Small adjustments in the classroom can make all the difference<i> </i>- your screening report will offer suggestions that can be made by class teachers easily and at no extra cost to the school.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Do the suggested activities at home and help your child improve their literacy skills.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">If you are home-educating, the screening results helps you target those areas of literacy that your child is struggling with - to help them reach their true potential.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">If you choose to get extra tuition for your child then the screening results will save your tutor time - and save <i>you</i> money - as she will be able to immediately focus on those particular skills your child needs help to develop.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Finally and very importantly, you will gain a better understanding of your child, their abilities, strengths and weaknesses.</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">So, there you have it, a wordy explanation but hopefully one that is useful!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">I've done numerous dyslexia screenings over the years with varying results - sometimes children's difficulties turn out not to be linked to dyslexia - but always with positive outcomes for the children concerned, as their needs are identified and they finally get the help they require to succeed.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">If you live in Wales, you can contact me for a screening. If you live elsewhere then see my resources page for suggestions of organisations you can contact who offer screenings. If all else fails, look out for dyslexia associations or support groups in your area - they should be able to point you in the right direction.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b style="background-color: white; color: #222222;">Contact me<a href="https://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888;"> </a>today to get your child the help and support they need to succeed.</b></span></span><br />
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Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-49878572476469767202019-07-11T11:33:00.001+01:002019-07-11T11:33:30.069+01:00Turning a can't into a can - help your child to succeed"I just<i> can't</i> do it". We all say this sometimes but how many times have you heard <i>your </i>child say that? My daughter's teacher recently told the class that they should always have a go at something and that if they can't do it they must think: "I just can't do it yet." In my work with children with dyslexia and dyscalculia, I have learnt to never underestimate the power of positive thought. For children who have been faced day on day with work that they genuinely can't do, it is hard to hang onto the idea that they will be able to one day. My job is to make them believe that this is true.<br />
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With children receiving their school reports and test results about now, many of you may read them with a heavy heart. Whilst what my daughter's teacher said was very positive, the reality is that whilst it is likely that all the children in her class will continue to develop competence in their schoolwork, some <i>will</i> undoubtedly need additional support. Children in my daughter's school are lucky; additional learning needs are well supported, but schools vary in resources and expertise and what <i>do</i> you do if the positive thoughts are just words, not backed up by actions? It is heartbreaking to watch your child fall behind, but there are things you can do.<br />
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The first step is to talk to the class teacher and express your concerns. Ask for a short meeting after school and if possible get someone to look after your child whilst you talk. Take the report and any test results in with you and ask about those areas where your child appears to be struggling. What does the school plan to do to support your child and help them progress? With the summer holidays looming, do they have suggestions for things <i>you</i> could do at home to help ? Don't forget to make notes.<br />
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With the summer holidays coming up, realistically, this is as far as you're likely to get, though, of course, there are a number of other things you can do if you're unhappy with the teacher's response such as talking to the ALNCO (additional learning needs coordinator). Remember, for many children, there will be a new class teacher in September who may have a clearer strategy so it is probably best to wait till the new term before pursuing things further,<br />
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The summer holidays, however, do provide a great opportunity for you to make progress on identifying and supporting your child's needs so that you can prepare them as best you can for September. Here are some things you can do:<br />
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<li>Follow up on suggestions from the school for activities</li>
<li>Try organising some catch up lessons with a specialist tutor, perhaps towards the end of the holidays. This should boost your child's confidence before going back to school.</li>
<li>Keep a diary with observations of your child's learning and attitude to learning to share with the school</li>
<li>Consider getting a dyslexia or dyscalculia screening done. This will provide you with a profile of your child's strengths and weaknesses plus recommendations as to how you can help them at home and at school</li>
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In September, take in your 'evidence' to support the case that your child needs additional support - this could be your diary, work your child has done with you or a tutor and the results of any screening test.<br />
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Finally, enjoy the holidays. Give your child space and time to pursue those activities that make them happy and find as many opportunities as you can to boost their self esteem. For children to learn well, they need to feel good about themselves so ensure that they have plenty of fun!<br />
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<b style="background-color: white; color: #222222; font-family: arial, helvetica, sans-serif; font-size: 15.4px;">If your child is struggling then contact me<a href="https://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888; text-decoration-line: none;"> </a>today to get them the help and support they need to succeed.</b>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-43082214787699193122019-01-22T13:41:00.000+00:002019-01-22T13:41:30.037+00:00Tackling Times TablesDid you ever have that sinking feeling when a teacher asked you a times table question? I remember being rooted to the spot and feeling sick at the prospect of being asked what six times eight was or eight times nine.<br />
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For most of the children that I teach, times tables have been a massive problem. Many dyslexics, though by no means all, struggle with numbers too and most have poor working memory which means that learning sequences, such as the number patterns found in times tables, is tricky.<br />
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So, what can you do to help them? Well, I think it is important to explain to children why you are asking them to do something - they're far more likely to join in if they know that there is a good reason to do so! In a nutshell, knowing your times tables makes life easier; once you know them, you can count things more quickly e.g count sweets in 2s or 4s or count out money in 5s and 10s - which then gives you more time to do other things. Also, once you know your times tables, you can do division more quickly and easily.<br />
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Now comes the practical bit. How can you make times tables stick? First, times table songs are great - there are loads on You Tube and watching a video helps many dyslexics, who tend to think visually, to connect the numbers with pictures, which makes the information more memorable.<br />
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Essentially, if you want to teach a child, particularly one with specific learning difficulties like dyslexia or dyscalculia, something that they find hard or are unwilling to tackle, you need to make it interesting.<br />
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I recently developed this game which is fast becoming a firm favourite amongst my pupils. It is easy to replicate at home, doesn't take long and can be adapted to suit each individual.<br />
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I call it Footstep Tables.<br />
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You will need:<br />
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Paper<br />
Scissors<br />
1 pair feet<br />
Pens<br />
Dice (2 ordinary or one 12 sided)<br />
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<ul>
<li>Start by drawing around your child's feet then cut out 12 footprints. </li>
<li>Write one answer to the times table you are practising e.g two times table, on each footprint.</li>
<li>Arrange the footprints in sequence order on the floor.</li>
<li>Take turns to throw the dice then step on the footprint that shows that multiple and say the sum e.g throw a 5, step on 10 and say 5 times 2 equals 10.</li>
<li>The first person to throw a 12 and jump on the right footprint is the winner.</li>
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There are variations; if jumping is something your child enjoys then you can spread the footprints out a bit and make jumping successfully from one to another part of the game.<br />
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As your child becomes more competent, you can mix the footprints up so that the times table is no longer set out in sequence.<br />
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If your child enjoys a puzzle, then ditch the dice and have clue cards e.g this number comes next after 6 (in the two times table).<br />
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Always get them to say the sum as they jump onto the number as this reinforces the connection between the two.<br />
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Playing this game often, say, once or twice a day, will make a real difference and it makes a change from sitting still.<br />
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Have fun and let me know how you get on!<br />
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<i style="background-color: white; color: #222222; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 15.4px;"><span style="font-family: "verdana" , sans-serif;">Remember, if your child is struggling then contact me<a href="http://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888;"> </a>today to get them the help and support they need to succeed. Screening and tuition for dyscalculia and dyslexia available now.</span></i><br />
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<br />Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-35596776618036754512019-01-08T13:17:00.003+00:002019-01-08T13:17:25.333+00:00When the numbers don't add up.<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Does your child struggle with maths? No matter how often you teach them the 'basics', does nothing seem to sink in? Is it like they</span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"> just don't understand numbers? At all? They may well be dyscalculic but a recent study suggests that it is unlikely that anyone at school has noticed. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">According to a study by Queen's University Belfast, a child with dyscalculia, also known as a specific learning difficulty in maths, is 100 times less likely to get their dycalculia recognised than a dyslexic child. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Parents who have struggled to get their child's dyslexia recognised will appreciate just how significant this is! Sadly, without recognition, children with dyscalculia are unlikely to receive the support they need in school and they need extra support if they are to master numeracy.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The findings may come as no surprise to the many parents struggling to get schools to take their child's persistent difficulties in maths seriously. There appears to be a tacit acceptance in education that some people just 'can't do maths'. Of course, schools vary and for every school that says 'we don't do dyscalculia here' and 'she'll get it in the end', there are schools trying really hard to help those struggling with maths to master the subject. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">So why the startling statistic? Well, in my experience, the biggest problem that children with dyscalculia face is that teachers, in general, lack awareness and training. Dyscalculia isn't just finding maths difficult or being a bit slow to grasp mathematical concepts. It is a lack of understanding of numbers.Teachers will use all the strategies that they have learnt to help children make progress in maths but children with dyscalculia need specialist support. More of the same simply won't work.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Also, for most teachers, dyscalculia simply isn't on their radar so they don't suspect it and therefore don't screen and school educational psychologists don't assess.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">But what if you suspect your child is dyscalculic? What can you do? </span><br />
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Raise your concerns with the class teacher and ALN (Additional Learning Needs) Co-ordinator. Ask if they can screen your child to see if they have any of the signs of dyscalculia.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">If they are not willing to screen then seek out a specialist tutor - they should be able to carry out a screening to assess your child's ability. A screening will ascertain the likelihood that your child's maths difficulties are related to dyscalculia. Costs will vary but should be less than £150.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Take the results back to the school. As with dyslexia screenings, I find that if parents take the results into the school, it helps to galvanise the school into action; many schools want to help but, when it comes to dyscalculia, they simply don't know how. A screening report should provide teachers and parents with practical suggestions to support your child.</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Ask the school to tell you how they're going to address your child's needs. What adjustments are they going to make for your child in the classroom and how are they going to provide suitable activities to help them develop their mathematical skills?</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Schools have limited resources. If you feel that your school isn't able to provide adequately for your child then consider arranging additional lessons with a specialist tutor. </span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">You might also want to consider a formal dyscalculia assessment. This needs to be done by an Educational Psychologist and will cost around £700.</span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">There are a number of things you can do at home - which I'll cover another time- but essentially, dyscalculia, like dyslexia, does not go away. However, with the right help and support your child can master the basic skills necessary to do maths.</span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I screen children for dyscalculia from six years and up and, as with the dyslexia screening, many children are genuinely pleased to discover a reason behind their difficulties. As one child said to me: "I'm not stupid after all". No, not stupid at all. </span><br />
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<i style="background-color: white; color: #222222; font-family: arial, tahoma, helvetica, freesans, sans-serif; font-size: 15.4px;"><span style="font-family: "verdana" , sans-serif;">If your child is struggling then contact me<a href="http://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888;"> </a>today to get them the help and support they need to succeed. Screening and tuition for dyscalculia and dyslexia available now.</span></i><br />
<br />Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-31025873126956441092018-03-16T15:05:00.001+00:002020-09-09T11:29:36.825+01:00Who is responsible for educating your child?<span style="font-family: arial;"><span face=""verdana" , sans-serif">Who is responsible for educating your child? If you home educate then you will know that the responsibility for ensuring your child receives a 'suitable' education lies entirely with you. But what if you send your child to school? Doesn't your responsibility end at the school gate? </span><br />
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<span style="font-family: arial;"><span face=""verdana" , sans-serif">Well, no it doesn't. All parents with children at school are used to supporting them with their homework, listening to them read and doing what we can outside of school to complement their education. We may make trips to museums or buy them books but we largely rely on schools to educate our children. </span><br />
</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-kRqyLHJN62kl38b0uEfh5Pwk_V93q-0stBj8vLdkqFM11OTTveo4UP_-wnm607R9-vGcZ6xdpTC8m1UCouj7W_wFCV-4OWXCeMku7TU3GTEnP2jhEnZaGB1N-A-3_6VA2lS9hyphenhyphenY9tH8/s1600/preschool-class-activities-3-1565825-640x640.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: arial;"><img border="0" data-original-height="640" data-original-width="640" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-kRqyLHJN62kl38b0uEfh5Pwk_V93q-0stBj8vLdkqFM11OTTveo4UP_-wnm607R9-vGcZ6xdpTC8m1UCouj7W_wFCV-4OWXCeMku7TU3GTEnP2jhEnZaGB1N-A-3_6VA2lS9hyphenhyphenY9tH8/s320/preschool-class-activities-3-1565825-640x640.jpg" width="320" /></span></a><span style="font-family: arial;"><span face="verdana, sans-serif"><br /></span>
<span face="verdana, sans-serif">Don't get me wrong, schools </span><i>do</i><span face="verdana, sans-serif"> have a responsibility to ensure that they provide a broad and inclusive curriculum suited to each child's individual needs. Schools have a legal duty to cater for children with dyslexia under the Equality Act (2010). But, and I'm going to get technical here, according to Section 7 of the Education Act 1996, it is the duty of parents to </span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">to ensure that their child receives a 'suitable education' for <i>them</i>.</span><br />
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<span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">A big part of this duty can be met by sending your child to school but if they have additional learning needs like dyslexia, that the school is failing to adequately address then it is up to <i>you</i> as a parent, to ensure these needs are met.</span></span></div>
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<span style="font-family: arial;"><span face=""verdana" , sans-serif"><span style="background-color: #fef7ee; color: #222222;">This may sound daunting but in truth, the legislation is to your benefit - particularly if you find yourself at loggerheads with the school over how to meet your child's needs.</span></span><br />
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<span face=""verdana" , sans-serif"><span style="background-color: #fef7ee; color: #222222;">Many schools are strapped for cash. Even those that aren't find that the LEA places constraints on them that limit their ability to help children with special or additional learning needs. </span></span></span></div>
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<span style="font-family: arial;"><span face=""verdana" , sans-serif"><span style="background-color: #fef7ee; color: #222222;">However, knowing that you as a parent have to ensure that they get adequate help means that if you need to take your child out of school to receive specialist support then the law is on your side.</span></span><br />
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<span face="verdana, sans-serif" style="color: #222222;"><span style="background-color: #fef7ee;">If you feel your child needs additional support that the school aren't providing, then </span></span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">seek out a private s</span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">pecialist teacher. Th</span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">en approach the school and tell them that you intend to take your child out for regular lessons </span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">to get additional support </span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">and ask when would be the best time. Some schools will work with you on this without further explanation or discussion.</span><br />
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<span face="verdana, sans-serif" style="color: #222222;"><span style="background-color: #fef7ee;">If the school a</span></span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">re resistant, try not to be confrontational - even if you think the school </span><i style="color: #222222;">has</i><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;"> let your child down. Explain that you appreciate that they have budget constraints</span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;"> but are doing their best to support your child. Explain that </span><i style="color: #222222;">you </i><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">have a duty to ensure that your child's needs are met - quote the Education Act if you feel it will help. Present the use of a specialist teacher as a positive - for the school as well as your child; your child will do better. This in turn will improve the school's overall results as well.</span><br />
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<span face="verdana, sans-serif" style="color: #222222;"><span style="background-color: #fef7ee;">I provide a letter for parents to take into school, which helps.</span></span><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">The key thing is </span><i style="color: #222222;"><b>to get your child the help that they need as soon as you can - wherever you can</b></i><span face="verdana, sans-serif" style="background-color: #fef7ee; color: #222222;">. Don't let anyone stand in your way.</span><br />
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<i style="background-color: white; color: #222222;"><span face="Verdana, sans-serif">If your child is struggling then contact me<a href="http://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888; text-decoration-line: none;"> </a>today to get them the help and support they need to succeed. Screening and tuition available now.</span></i><br />
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Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-55108701152448306252018-02-15T10:58:00.001+00:002019-11-13T15:45:57.830+00:00Are you or your partner dyslexic? Then your child could be too.<span style="font-family: Verdana, sans-serif;">Are <i>you </i>or your partner dyslexic? Then your child stands a good chance of being dyslexic too. It <i>is </i>hereditary. Your child has a 50% chance of being dyslexic as well.</span><br />
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<span style="font-family: Verdana, sans-serif;">So, what can you do to help your child?</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbXdl04EeR2BRXTK1HAvM4pYHheeUgaikOhMAQMGBw1Atq-V-s1DS4kTtscA6zW-KKSoHVM9kq-yA7q-j8jW-rsmoR-QJoSIs4Ap4g2e82ajyoxj4kLNklHMI0a2VeXSuMktRHvpeFpXA/s1600/alphabet+letters.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Verdana, sans-serif;"><img border="0" data-original-height="853" data-original-width="1279" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbXdl04EeR2BRXTK1HAvM4pYHheeUgaikOhMAQMGBw1Atq-V-s1DS4kTtscA6zW-KKSoHVM9kq-yA7q-j8jW-rsmoR-QJoSIs4Ap4g2e82ajyoxj4kLNklHMI0a2VeXSuMktRHvpeFpXA/s320/alphabet+letters.jpg" width="320" /></span></a></div>
<span style="font-family: Verdana, sans-serif;"><span style="font-family: Verdana, sans-serif;">Well, the first thing to know, is that if you teach them as if they are dyslexic and they're not then you won't do any harm. The way dyslexic children need supporting benefits all children with gaining literacy skills. On the flip-side, if your child is dyslexic and you </span><i>don't </i><span style="font-family: Verdana, sans-serif;">address it, then that will be damaging.</span></span><br />
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<span style="font-family: Verdana, sans-serif;">If your child is very little, then teach them lots of nursery rhymes, read lots of stories and put your finger under the words so that they start to make the link between what you are saying and the words on the page. Familiarise your child with letters; buy them an alphabet chart - I put my daughter's chart up next to her nappy change mat when she was 18 months, give them foam letters to play with in the bath, magnetic letters for the fridge and wooden inset alphabet puzzles.</span></span><br />
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<span style="font-family: Verdana, sans-serif;">As they get older, you can play games like I Spy. You can use letter sounds or make a collection of picture cards with rhyming names e.g pot, cot, hat, mat etc and play 'I spy something that rhymes with .....' Being able to rhyme is very important when it comes to reading. It is also something many dyslexic children struggle with.</span></span><br />
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<span style="font-family: Verdana, sans-serif;">Before your child starts school, think about getting them screened. Schools will typically wait till children are about seven or eight before screening for dyslexia - and some, sadly, won't screen at all. If you know your child is likely to be dyslexic and need support, it is prudent to arm yourself with proof before your child starts school. </span></span><br />
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<span style="font-family: Verdana, sans-serif;">Screening for dyslexia is possible from four and a half years old. Screening does not confirm dyslexia but will give you a sense of how likely your child is to be dyslexic and will also give you an insight into what they find particularly difficult and the sort of support they need. </span></span><br />
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<span style="font-family: Verdana, sans-serif;">If your child is already at school and struggling, make sure the staff know that you or your partner are dyslexic. Share your concerns about your child and see what they can do to support them. If you're not happy with the response or feel your child needs more, then seek out a specialist tutor and consider a screening test to establish their difficulties.</span></span><br />
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<span style="font-family: Verdana, sans-serif;">Above all, don't panic. Help is out there; many schools are good at dealing with dyslexia but if they cannot meet your child's needs or if your child needs additional support then tutors like me are available to supplement your child's education and help you to ensure that they reach their potential.</span></span><br />
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<i style="background-color: white; color: #222222; font-size: 15.4px;"><span style="font-family: Verdana, sans-serif;">If your child is struggling then contact me<a href="http://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888; text-decoration-line: none;"> </a>today to get them the help and support they need to succeed. Screening and tuition available now.</span></i></span><br />
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<br />Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-76470049579769267302018-01-15T15:20:00.000+00:002018-01-15T16:28:34.637+00:00Is Dyslexia really a Superpower?<span style="font-family: "verdana" , sans-serif;">Is dyslexia a superpower or is it simply a disability that makes everyday life difficult? It is true that a great number of creative people in our society are dyslexic, but there are many more working in low paid jobs or languishing in prison. So what makes the difference, is it possible for all dyslexic children to grow up to reach their full potential and follow their dreams?</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkccwLBqh5T-YUGkdqt8nabNxXZhWgvvcbABfFKB-cFX4vqjJoEogy90tgj7d4ahM1ANK2rJRjt-lBW1Tkli7xr5NAST2K578YbVb2isxpkz_gwJ7d0W-Jmi_d1MVEsWwpNVjIVGLjMxo/s1600/superhero-1246057-639x591.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="592" data-original-width="639" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkccwLBqh5T-YUGkdqt8nabNxXZhWgvvcbABfFKB-cFX4vqjJoEogy90tgj7d4ahM1ANK2rJRjt-lBW1Tkli7xr5NAST2K578YbVb2isxpkz_gwJ7d0W-Jmi_d1MVEsWwpNVjIVGLjMxo/s200/superhero-1246057-639x591.jpg" width="200" /></a></div>
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<span style="font-family: "verdana" , sans-serif;">I'm reading a book at the moment entitled Dyslexia is my Superpower (most of the time) which seeks to explore </span><span style="font-family: "verdana" , sans-serif;">the positives and negatives of being dyslexic and what can be done to best support dyslexic learners.</span><span style="font-family: "verdana" , sans-serif;"> It is a collection of interviews with children who have dyslexia and the tips for supporting them come from the children themselves. </span><br />
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<span style="font-family: "verdana" , sans-serif;">So, what are </span><span style="font-family: "verdana" , sans-serif;">the</span><span style="font-family: "verdana" , sans-serif;"> 'superpowers'? </span><span style="font-family: "verdana" , sans-serif;">Well, </span><span style="font-family: "verdana" , sans-serif;">d</span><span style="font-family: "verdana" , sans-serif;">yslexics tend to be very creative in their thinking and many of the children in the book talked about being able to solve problems in different ways to their friends. </span><br />
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<span style="font-family: "verdana" , sans-serif;">Dyslexics tend to be good at visualizing things, often being able to see how something will look before they have made it. A lot of the children talked about being able to see things in 3D and many said that art and design were favourite subjects.</span><br />
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<span style="font-family: "verdana" , sans-serif;">Of course, the children also described their struggles with dyslexia; as well as struggling with reading, writing and spelling, many of the children also found maths hard. Some also described problems with memory. The major impact on their lives was that it took them longer and they felt they had to work harder to do the same thing</span><span style="font-family: "verdana" , sans-serif;">s</span><span style="font-family: "verdana" , sans-serif;"> as their friends. </span><br />
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<span style="font-family: "verdana" , sans-serif;">So, what helped them?</span><span style="font-family: "verdana" , sans-serif;"> </span><span style="font-family: "verdana" , sans-serif;">Finding out that they were dyslexic was key for many as it proved that they weren't 'just stupid'. S</span><span style="font-family: "verdana" , sans-serif;">pecialist teaching was also a </span><span style="font-family: "verdana" , sans-serif;">turning</span><span style="font-family: "verdana" , sans-serif;"> point along with supportive family and friends. Adjustments at school were also helpful to many such as more time in exams, handouts in lessons, quieter classrooms and patient teachers.</span><br />
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<span style="font-family: "verdana" , sans-serif;">As with the children I teach, the children </span><span style="font-family: "verdana" , sans-serif;">interviewed </span><span style="font-family: "verdana" , sans-serif;">had great plans for their futures with many wanting to pursue creative or caring professions. Some wanted to become teachers so they could support </span><span style="font-family: "verdana" , sans-serif;">other dyslexic children.</span><br />
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<span style="font-family: "verdana" , sans-serif;">What </span><i style="font-family: Verdana, sans-serif;">was</i><span style="font-family: "verdana" , sans-serif;"> striking </span><i style="font-family: Verdana, sans-serif;">and</i><span style="font-family: "verdana" , sans-serif;"> upsetting was how long it took for some children to be identified - one child in Wales went through primary school without anyone spotting his dyslexia - and without learning to read at all.</span><span style="font-family: "verdana" , sans-serif;"> Many parents </span><span style="font-family: "verdana" , sans-serif;">also had</span><span style="font-family: "verdana" , sans-serif;"> to battle to get their children supported.</span><br />
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<span style="font-family: "verdana" , sans-serif;">Despite the positive </span><span style="font-family: "verdana" , sans-serif;">title</span><span style="font-family: "verdana" , sans-serif;">, </span><span style="font-family: "verdana" , sans-serif;">D</span><span style="font-family: "verdana" , sans-serif;">yslexia is my </span><span style="font-family: "verdana" , sans-serif;">S</span><span style="font-family: "verdana" , sans-serif;">uperpower also reveals how much more needs to be done to ensure all dyslexic children get the help and support they need.</span><br />
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<span style="font-family: "verdana" , sans-serif;"><i>If your child is struggling then <a href="http://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888; text-decoration-line: none;">contact me </a>today to get them the help and support they need to succeed. </i></span><br />
<br />Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-10753014551214670152018-01-08T15:49:00.002+00:002018-01-15T16:29:29.114+00:00Handling homework meltdowns<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9nQFtSzyzKzseh00vDfo0Dh_HmGzMLpJfmPsTKimo8ROUmnqbupXPcZMgsnodb-POOpMz5oWXa3Av7gVRmltStAloKzFjHXLHJzRTtDm2jAqslaFnXD3es40vLknRec1Ggd1UqG0XETQ/s1600/student-1-1428228-639x960+%25281%2529.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="960" data-original-width="639" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9nQFtSzyzKzseh00vDfo0Dh_HmGzMLpJfmPsTKimo8ROUmnqbupXPcZMgsnodb-POOpMz5oWXa3Av7gVRmltStAloKzFjHXLHJzRTtDm2jAqslaFnXD3es40vLknRec1Ggd1UqG0XETQ/s320/student-1-1428228-639x960+%25281%2529.jpg" width="213" /></a><span style="font-family: "verdana" , sans-serif;">It's seven o'clock. You are preparing the evening meal when your child reveals </span><span style="font-family: "verdana" , sans-serif;">that they have homework. Your initial response is one of irritation; why didn't they tell you earlier? You stop what you are doing and sit down with them to try to work out what they have got to do. It looks pretty straightforward but when you discuss what needs to be done with your child, you are met with resistance, confusion and tears. </span><br />
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<span style="font-family: "verdana" , sans-serif;">From time to time, all children will experience homework that they don't like or understand, but for children with dyslexia, perplexing and time consuming homework is the norm. Many will try avoidance tactics, putting it off till the last minute or persuade you to tell them what to write. Others will really want to do it to the best of their ability and will spend hours on a homework designed to take twenty minutes. </span><br />
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<span style="font-family: "verdana" , sans-serif;">One mum recently told me that their valuable family time at the weekend was "ruined" by her dyslexic son's desire to get his spelling right in his homework. "It takes him hours," she said. "It makes me cry when I see all the effort he puts into something that is only supposed to take 30 minutes."</span><br />
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<span style="font-family: "verdana" , sans-serif;">So, what can you do to help? Well, here are a few tips collected from my pupils and their families.</span><br />
<ul><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9nQFtSzyzKzseh00vDfo0Dh_HmGzMLpJfmPsTKimo8ROUmnqbupXPcZMgsnodb-POOpMz5oWXa3Av7gVRmltStAloKzFjHXLHJzRTtDm2jAqslaFnXD3es40vLknRec1Ggd1UqG0XETQ/s1600/student-1-1428228-639x960+%25281%2529.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a>
<li><span style="font-family: "verdana" , sans-serif;">Ask your child if they have homework as soon as you get home so that there is plenty of time to complete it.</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Break the task down into manageable chunks; if you can, do a little bit over several days. If you only have one evening to complete the work then set a timer and take regular breaks.</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Read the questions to your child and ensure they understand the task before you begin.</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Agree a time limit and have something fun lined up for when the work is finished e.g playing a game or watching a favourite programme on their tablet.</span></li>
<li><span style="font-family: "verdana" , sans-serif;">Talk to the class teacher if homework is taking over your life, taking too long or unduly upsetting your child; discuss strategies to reduce the stress on your child.</span></li>
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<span style="font-family: "verdana" , sans-serif;">If dyslexia has not yet been identified or help and support in the school is inadequate then contact a specialist dyslexia tutor. Tuition will help your child learn strategies to help them cope with homework as well as improving their general literacy.</span><br />
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<span style="font-family: "verdana" , sans-serif;">Many schools, once they know a child is dyslexic, will allow pupils to complete homework more tailored to their needs, so consider dyslexia screening to help you and your child's school to understand where your child needs support.</span><br />
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<span style="font-family: "verdana" , sans-serif;">Most importantly of all, don't let homework become a battleground. Remind yourself and your child that it isn't the most important thing in the world and if you think you have spent long enough on it, then put the books away and do something else. </span><br />
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<b style="background-color: white; color: #222222; font-family: arial, helvetica, sans-serif; font-size: 15.4px;">If your child is struggling then <a href="https://dyslexiaadvice.blogspot.co.uk/#contact_form" style="color: #888888; text-decoration-line: none;">contact me </a>today to get them the help and support they need to succeed.</b><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span> Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com5tag:blogger.com,1999:blog-6562736990769142555.post-4083353028114317512017-12-19T11:53:00.001+00:002017-12-22T14:28:51.111+00:00What is Dyscalculia?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL8eAkGfyTPu6UH-7JioNdtXWTCYrUL9Tb0c048RfD30EObiC7PY877he6_NxDcoBOf3ypcNXPSmFkK30Le4DtSvcGWrSeXrr3r9zvRQzQ1CPHk5Ka_N-vTGtkZwmbTQUYH1P1nbg9J28/s1600/abacus-1193093-640x480.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL8eAkGfyTPu6UH-7JioNdtXWTCYrUL9Tb0c048RfD30EObiC7PY877he6_NxDcoBOf3ypcNXPSmFkK30Le4DtSvcGWrSeXrr3r9zvRQzQ1CPHk5Ka_N-vTGtkZwmbTQUYH1P1nbg9J28/s200/abacus-1193093-640x480.jpg" width="200" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Which of these numbers is the biggest? 21 or 25? This may seem obvious but it isn't if you are dyscalculic. So, what is Dyscalculia? Dyscalculia is often described as being like dyslexia for numbers. Children with dyscalculia just 'don't get' numbers so if you ask them which number is higher or greater or larger, they will often just guess. Give them a simple sum like 8 plus 3 and you'll probably see them using their fingers - even when they are seven or eight and past the 'using fingers' stage.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A number of the dyslexic children I teach are also dyscalculic and finding ways to help them understand the value of numbers can present a challenge. I use a variety of methods to show the children what numbers mean, often going back and re-visiting those early mathematical skills that many children acquire in reception classes. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Whilst children with dyscalculia need specialist support, there are lots of things you can do at home to help them and Christmas provides some great opportunities.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">First, there is the advent calendar. Advent calendars tend to have the numbers arranged randomly. For a lot of children with dyscalculia, this randomness makes no more or less sense than the correct number order. You see, if you don't understand than 2 is one more than 1 then it is not clear why you would put them next to one another in a number line or on a calendar.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">You can help your child by making or printing out a number line with the numbers up to 25 - there's a link on my resources page if you want to print one out. Each time you open a calendar door, go back over the sequence, pointing at the numbers on the calendar and then on the number line. Explain that today is, for example, the 19th <i>day</i> of December. Talk about what day was yesterday and what day will come tomorrow. Children also love to do countdowns to <i>the</i> big day, so use your number line to count back from 25.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Secondly, when buying presents, encourage your child to handle the money and examine it. Talk about what the coin or note <i>represents</i> e.g £1 is made up of 100 lots of 1p. This may seem obvious to you but to children who struggle to understand value, it is a mystery. If you have the time, get out some 1p coins and try showing your child how to make 5 or 10p.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Thirdly, with holidays coming up, keep them busy with Christmas themed dot to dots which will help your child to correctly sequence numbers. Let your child keep a number line next to them whilst they join the dots to make sure they join them in the right order and succeed in creating their Christmas picture.</span><span style="font-family: "arial" , "helvetica" , sans-serif;">You'll find a link on my resources page. Merry Christmas all.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>If your child is struggling with understanding numbers then <a href="https://www.blogger.com/blogger.g?blogID=6562736990769142555#contact_form">contact me</a> today to get them the help and support they need to succeed.</b></span>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-8460493924270183692017-11-27T15:07:00.000+00:002017-12-22T10:48:40.878+00:00The Rise in Home Education<span style="background-color: white; color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 14px; white-space: pre-wrap;"><i>It is clear that the education system is under increasing pressure and are struggling to meet children's needs. Specialist tuition helps your child whether they are at school or educated at home. Contact me today and get the support your child deserves.</i></span><br />
<span style="background-color: white; color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 14px; white-space: pre-wrap;"><br /></span>
<span style="background-color: white;"><span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14px; white-space: pre-wrap;">There is a huge rise in the number of children being home educated. According to the <a href="http://www.bbc.co.uk/news/education-42103248" target="_blank">BBC</a>, there has been an increase of over 50% in the number of children with statements or equivalent, being taken out of school over the last five years. T</span></span></span><span style="background-color: white;"><span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14px; white-space: pre-wrap;">he </span></span></span><span style="background-color: white; color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 14px; white-space: pre-wrap;">headline is that it is mostly children with autism who are making up these numbers, but I imagine that many home educated children are also dyslexic. Certainly, I have taught a number of home educated children with dyslexia here in mid Wales.</span><br />
<span style="background-color: white;"><span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14px; white-space: pre-wrap;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14px; white-space: pre-wrap;">For those families educating their children at home and families whose children are in schools with increasingly squeezed budgets, getting the help needed to meet their needs is proving very hard indeed. There are charities and information on-line of course but, essentially, families are now in a position where, more than ever, they are having to take full responsibility for providing appropriate support to meet their child's educational needs. </span></span></span><br />
<span style="background-color: white;"><span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14px; white-space: pre-wrap;"><br /></span></span></span>
<span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 14px; white-space: pre-wrap;">Specialist tuition is key to supporting a dyslexic child. A</span></span><span style="background-color: white; color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 14px; white-space: pre-wrap;">s well as a child receiving tailor made one to one lessons, </span><span style="background-color: white;"><span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14px; white-space: pre-wrap;">parents will also find out from the tutor how to support their child at home. For home educators, this can be the huge boost they need to support them in educating their child to her full potential. For parents with children in school, a good tutor will not only help them to support their child but will also be able to point out and ensure that parents get the best support they can for their child within the school system.</span></span></span><br />
<span style="background-color: white;"><span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14px; white-space: pre-wrap;"><br /></span></span></span>
<span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 14px; white-space: pre-wrap;">I've put a link to the BBC article below along with some relevant links to assist all parents, carers and adults supporting a child with dyslexia. I hope you find them useful.</span></span><br />
<span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 14px; white-space: pre-wrap;"><br /></span></span>
<span style="color: #1d2129; font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 14px; white-space: pre-wrap;"><a href="http://www.bbc.co.uk/news/education-42103248" target="_blank">http://www.bbc.co.uk/news/education-42103248</a></span></span><br />
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<a href="http://www.walesdyslexia.org.uk/about" target="_blank">http://www.walesdyslexia.org.uk/about</a><br />
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<a href="http://www.powysdyslexiasupport.co.uk/" target="_blank"> http://www.powysdyslexiasupport.co.uk/</a><br />
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<a href="http://www.snapcymru.org/" target="_blank">http://www.snapcymru.org/</a><br />
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<a href="http://www.bdadyslexia.org.uk/" target="_blank">http://www.bdadyslexia.org.uk/</a><br />
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<a href="http://www.dyslexics.org.uk/" target="_blank">http://www.dyslexics.org.uk/</a><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">To <a href="#contact_form">contact me</a> for specialist tuition, dyslexia screening, advice and support and to keep up to date with dyslexia and dyscalculia research, visit my <a href="https://www.facebook.com/londonhousemachynlleth/">Facebook page</a></span><br />
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<br />Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-7964907732300035262017-11-06T12:32:00.000+00:002017-12-08T16:59:41.193+00:00Can specialist tuition really make such a difference?<div class="western" style="margin-bottom: 0cm;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="font-size: 13pt;">One of the questions I get asked a lot, is how a specialist tutor can help a child. Does specialist support really make a difference? Well, I think it makes a huge difference in so many ways, not just </span><span style="font-size: 17.3333px;">academic as t</span><span style="font-size: 13pt;">his case
study shows how. I've changed the child's name.</span></span></div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: 13pt;"><br /></span></span></div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;"><i>Ella was eight when I first met her. Her mum had taken her out of school
because Ella had become so anxious. She didn't want to read and
found ways to avoid writing. Once a very outgoing child, she had
become withdrawn. </i></span></span>
</div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;"><i>We
did a screening, identified Ella's difficulties, then started meeting
once a week. At first, we didn't do any reading or writing; we just
'played games' – ones Ella turned out to be very good at! I
gradually introduced reading and writing into the lessons. </i></span></span></div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;"><i>We worked
steadily, at Ella's pace. Because it was just the two of us we didn't have any distractions or constraints. There was no one to tell Ella to hurry up like in the classroom and no other children for her to compare herself to. Her confidence grew and grew.</i></span></span></div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;"><i>After
a while, Ella felt able to return to school – on the understanding
that she could still come to see me one morning a week. Her school
used the results of the screening to assist Ella in the classroom
and ensure they were meeting her needs.</i></span></span></div>
<div class="western" style="margin-bottom: 0cm;">
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;"><i>A
year on, her teachers say they have noticed a big improvement. Ella is very confident and happy, she reads fluently and enjoys writing. There
is still more work to do but Ella is on her way to mastering the
English language despite all the inconsistencies. Oh, and we still play games and Ella nearly always wins...</i></span></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="font-family: Verdana, sans-serif;">Don't forget, you can also find me on Facebook where I regularly post links and articles. </span><i><b>You
never stop being dyslexic but it can become manageable</b>.</i></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;"><i><a href="https://www.facebook.com/londonhousemachynlleth/">https://www.facebook.com/londonhousemachynlleth/</a></i></span></span></div>
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Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-32591790445598426162017-07-19T17:05:00.001+01:002017-12-08T17:00:52.171+00:00Raising the self esteem of a dyslexic child<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /><br />Unsurprisingly, children who struggle with something like literacy - which is so much a part of the school curriculum and our daily lives - quickly become despondent and deflated as they see their friends progress through the reading levels, leaving them behind. The situation is made even worse if their needs aren't being met by the school. <br /><br /><br /> So,what can you do to support and bolster their self esteem? First, tap into the things you know they are really good at. It is very easy when you are trying to help your child to master something, to focus on it to the exclusion of everything else. A balance is needed; it is important to help your child develop their literacy skills but equally your child needs a chance to shine. They need to think of themselves as a success and for other siblings and friends to also see them in a positive light.<br /><br /><br /> So, whether it is music, art or sports, encourage your child to develop and explore their talents. After school activities can become an important part of their lives, helping to define who they are and sometimes even influence future career choices.<br /><br /><br /> Sometimes, particularly if it has taken a while for their dyslexia to have been spotted or if their school or teacher has been unsympathetic, a child will become of the opinion that they are 'stupid'. They will tell you they can't do anything. In this case, you need to show them that they are not. Help them to make a list of things they are good at and things that they are not so good at/ find hard. Include everything from baking cakes to running to tidying up or being a good friend. <br /><br /><br /> Talk about the lists, praise all the achievements and acknowledge the things your child finds difficult - explain that it is not your child's fault that they are dyslexic anymore than if they had a leg or arm that didn't work. Explain that with help, your child will get better at reading and writing but that there are loads of other skills that they already have that are very important and useful. <br /><br /><br /> Talk to your child about all the successful dyslexics - past and present - this may include family members and people you know. There are also a number of famous people including authors who have overcome their dyslexia and done well (just google 'successful dyslexics' to find them). Talking about other dyslexics will help your child realize that they are not alone and that being dyslexic is no barrier to success or happiness.<br /><br /><br /> Finally, make it easy for your child to enjoy books - audio books of stories by authors that you know your child will love (Dr Seuss, Julia Donaldson, Roald Dhal or J.K Rowling to name but a few) will help them to develop a love of books without the effort and upset of tackling the text. Sometimes, a book or series of books are the talk of the playground, if your child has heard the story, then they can join in the conversations without losing face or feeling left out...</span>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-10891109398487578672017-06-26T11:26:00.001+01:002017-12-08T17:10:44.717+00:00When to screen for dyslexia<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">I've had a lot of enquiries recently about screening and when it is suitable to screen a child. In a lot of countries including Malaysia, Singapore, parts of Australia and many U.S states screening all children for dyslexia soon after they start school is routine. In Singapore there are moves to start screening pre-school children with pilot studies already underway. Despite all the evidence that early identification is the key to helping a dyslexic child, there are, sadly, no such plans for routine screening on the horizon in the U.K.</span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;"><span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">So, how do you know when to get your child screened? If there is a history of dyslexia in your family then it would be prudent to let the school know straight away and ask if they could screen your child as a matter of urgency. For children with no family history, then the signs to look out for are as follows:</span></span><br />
<ul>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">A noticeable difference in <i>your</i> child's literacy progress compared to their peers - do they keep coming home with the same level reading book?</span></li>
<li><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">An obviously intelligent child who just doesn't seem to 'get' letters and words. They may also struggle with numbers and have problems organizing their time. You may wonder at first if they're just daydreaming...</span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Some gifted dyslexic children can master sight reading but then are unable to spell and may find writing difficult. This is can be referred to as 'stealth dyslexia' and often goes undetected ...</span></li>
</ul>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">If you have concerns, then the first step is to raise it with the class teacher and the special needs coordinator (or equivalent). If they seem reluctant to do anything then you can always seek an independent screening test. </span><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><span style="font-family: "verdana" , sans-serif; font-size: large;"><br /></span>
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif; font-size: large;">Lots of charities like Dyslexia Wales, The British Dyslexia Association and Dyslexia Action offer screening services as well as individual specialist teachers. A screening test will not confirm dyslexia but it will tell you if your child has dyslexic tendencies and highlight where they need support. </span></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Many schools will suggest waiting and seeing if your child 'catches up' or 'gets it in the end' but<i> you know your child.</i> You know how many hours they have spent poring over that book, not understanding the contents. You know how upset and frustrated they are when they can't spell a simple word or when someone points out that they have written their letters back to front. </span></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">If you're concerned, help is out there but you will probably have to ask for it.</span></span><br />
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Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com2tag:blogger.com,1999:blog-6562736990769142555.post-37970458826130884672017-06-20T11:42:00.001+01:002019-01-29T14:08:33.927+00:00The value of Screening<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">I recently did a screening for a young student just starting out in college. Her mum had always known something was wrong but successive schools had told her that her daughter was fine, that she would "go far". Once at college, it became clear that she was struggling. She couldn't keep up with her peer group, not because she didn't understand the work but because she didn't have the literacy and organisational skills to complete the written work effectively.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">I did the screening - it revealed that she had a number of dyslexic tendencies - and when I gave them the results, it was very emotional. For the mum, there was guilt that she hadn't done something sooner mixed with relief that at last they had some kind of explanation as to why her obviously intelligent daughter had struggled so much. For the student herself, there was relief. After years of being told to "try harder" and being called lazy - something she had started to believe - she finally understood why she found reading and writing difficult.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">They took the screening results to the college and at last the student got the support and help she deserved. It would be wonderful if all dyslexics were identified early (see my previous blog) but, when it comes to dyslexia, the old adage of "better late than never" applies...</span>Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0tag:blogger.com,1999:blog-6562736990769142555.post-71770444106542965562017-05-23T14:13:00.000+01:002017-05-23T14:13:53.113+01:00The importance of Early Identification<div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: 13pt;">As
with all things, the sooner you spot it, the easier it is to treat.
Dyslexia is no different – you can't cure it but early
identification is key to helping your child overcome and manage their
dyslexia.</span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Long
before children are able to read, there may be signs that something
is wrong. Parents are often encouraged by childcare professionals to
“wait and see” - even if there is a history of dyslexia in the
family. However, there is a great deal you can do to help your child,
long before they ever get past the school gates. </span></span>
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">So,
how soon can you tell if a child is dyslexic? According the British
Dyslexia Association, signs start to appear around the age of three.
Delayed speech, clumsiness and the inability to understand simple
rhymes can all be signs of dyslexia. Many dyslexic pre-schoolers
regularly come up with jumbled phrases such as ”gig birl” meaning
“big girl”. They often muddle up the names of familiar things
such as colours, for example saying blue when they mean brown.
Crucially, whilst they may love listening to you read, a young
dyslexic often shows no interest in reading books to themselves.</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">There
are lots of ways you can help. First, don't panic and try not to
worry. Spotting signs of dyslexia doesn't mean for sure that your
child is dyslexic (screening and, if necessary, assessment are needed
to confirm that) but whether they are dyslexic or not, the activities
needed to support a dyslexic learner benefit all children. <i>In
other words, you and your child can only gain from doing the
following activities.</i></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Try
out some of these ideas taken from the BDA book ”Dyslexia:Early
Identification” plus some of my own tried and tested activities
that I've used with my younger pupils.</span></span></div>
<ul>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Sing
nursery rhymes and encourage your child to join in</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Talk
about words that rhyme and clap out the rhythym of your child's name</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Play
sound lotto and try closing your eyes and identifying the noises
around you</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Sound
words out using the letter sounds e.g m-a-n</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Play
I Spy – there are lots of variations e.g I spy something that
rhymes with hat/ starts with the same sound as dog/ starts with the
sound b/starts with the letter b</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Look
at pictures together – use the picture to encourage your child to
tell a story or to descibe and develop positional language (e.g in
front of, behind etc)</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Play
Kim's game to help improve memory skills – put objects on a tray,
cover them then remove an item and ask your child to say what is
missing</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Practice
forming letters in sand, using shaving foam,playdough or simply
using your finger in the air</span></span></div>
</li>
<li><div class="western" style="line-height: 150%; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Use
wooden or magnetic letters to help your child to sequence and name
letters of the alphabet</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;">Essentially,
make letters and words an everyday part of your child's life –
constant exposure in a relaxed way can make all the difference....</span></span></div>
</li>
</ul>
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 13pt;"><i>Next
time: When to screen for dyslexia …..</i></span></span></div>
Lucy Stubbshttp://www.blogger.com/profile/09761472856371825584noreply@blogger.com0