Is reading practice important?

Teachers will tell you that if you want to get better at something then doing more of it is the answer - the well known 'practice makes perfect' adage. But is that always the case? For the children I teach it can sometimes appear that the opposite is true. Parents often report that the more they try to get their child to read, the less they are prepared to do it with some of them, at times, becoming distressed. So what is the answer? 

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Whilst it is true that reading will improve with practice, for children with dyslexia, and others struggling with reading, a more nuanced approach is needed. I have put together some tips to support them. I hope they help.

1. Find a book about something that interests them. Non fiction can often be more enjoyable for children who struggle with reading as it can be difficult to keep up with the plot of a novel when you are putting so much effort into actually reading the text.

Some ideas might be:

Cook books for budding chefs - reading the ingredients and instructions as you bake combines practical skills with improving literacy along with the extra advantage of something delicious to eat at the end.

Joke books - short and sweet, jokes can be recalled and repeated to entertain friends and family.

Fact books - on anything from dinosaurs to football to history. Children can use this knowledge to impress family and friends.

Graphic novels - if you're looking for something fictional then graphic novels are great. A couple of series of books to look out for that are very popular with the children I teach are the Dogman books by Dav Pilkey and Bunny Vs Monkey by Jamie Smart.

Dyslexia friendly books - lots of great novels are dyslexia friendly. Try the Trouble With Daisy series by Kes Gray or anything by Pamela Butchart. Barrington Stoke also publish some  novels written by well known authors where the books pair actual age with a child's reading age.

2. Don't let your child struggle. Children who are struggling with reading need their confidence building up.

Some ways to do this include:

Shared reading - let your child read the words that they can and be prepared to step in to read those that they don't yet know.

Read together - if your child wants to read a book that is too tricky- or if they are feeling especially tired - then read the text out loud to them and encourage them to say the words with you. Take it slowly and read at your child's speed, putting your finger under each word as you read it. When they feel ready or want to try, let them take over and assist as required. 

 

17224311 © Stephanie Clarke | Dreamstime.com

Play reading games - I can recommend Trugs; the cards are all in stages so pick a stage that matches your child's knowledge then use the explanation card to talk about the sort of words they'll encounter (e.g. magic e words). Hint: the green cards in each pack are the easiest and the yellow are the hardest.

3. Keep reading sessions short. Short bursts of reading are likely to be more productive than long ones. As a guide, aim for around ten minutes a day.

4.Pick a time when you are both relaxed and alert.

5. In addition to reading together, enrich your child's vocabulary and help them to develop a love of books by providing audiobooks. These can be particularly relaxing at bedtime.

6. Finally, try not to worry - taking things slowly and ensuring that they enjoy reading will be more beneficial in the long term than trying to hasten their progress.

At the end of the day, the most important thing is to build confidence. Children with dyslexia need to see themselves as readers and believe that they can do it in order to succeed. They also need to see a reason for reading so finding books, or other reading material such as comics, that link to a hobby or interest are your best bet. And don't worry if you miss a day - life is a busy business and it is important that neither of you start to view reading as a terrible chore. 

I hope these suggestions are helpful. Don't forget, if you'd like support or more advice then contact me today. I can help. Dyslexia and literacy tuition, dyslexia and dyscalculia screening and dyslexia training available. 

How do I know that my child is dyslexic? And other frequently asked questions...

Over the years I have spoken to so many parents and other family members concerned about their children. Some questions come up again and again. Here is a list of the top five most frequently asked questions.

Q. How do I know if my child is dyslexic? What are the signs?
A. It is important to remember that if a child is struggling with literacy then the most likely cause is dyslexia. Dyslexic profiles will be vary from one child to another but here are some of the key signs to look out for in school aged children:

- Difficulties with reading. Children with dyslexia might appear to know a word on one page but not on the next, they might miss letters out when reading a word or miss out whole words or even lines of text.

- Getting b, d and p confused when reading and writing is fairly common when children first start to learn to read and write but it can be a sign of dyslexia if it persists.

- Children with dyslexia often have trouble grasping letter sounds, particularly digraphs (where two letters make one sound).

- They will often struggle to recall what they've read.

- Their spelling will be largely phonetic or may seem like pure guesswork.

- They may have difficulties organising their thoughts on paper.

- Many children with dyslexia have difficulties recalling instructions and sequences, such as times tables or the order of the months of the year.

- They may appear to be daydreaming when presented with literacy based tasks or a lot of information.

Q. When should you screen for dyslexia?

A. I screen children from the age of four and a half and would recommend screening from that age if there is a strong close family history, as dyslexia is hereditary, or if you have already observed a number of dyslexic traits.

If there is no strong family history then you are more likely to be alerted to the fact that your child is struggling once they have been at school for a while. Early intervention is key, so I would recommend screening at the age of six or seven.

Of course, sometimes problems don't come to light till much later and it is never too late to make a difference, but if you have concerns about your child and they are falling behind their peers or just not making the progress that you'd expect then it is time to screen.

For more information on the screening process, please see this blog post: https://dyslexiaadvice.blogspot.com/2019/09/why-screen-for-dyslexia_17.html

Q. How can I support my dyslexic child?
A. There are many ways to support a dyslexic child and it is never too early to start. For suggestions on how to help your preschool child, please see this
blog post:
https://dyslexiaadvice.blogspot.com/2020/03/catching-them-young-how-to-help-your.html 

Here are a few suggestions aimed at school aged children:

-Improve your child's confidence by providing opportunities for them to join in activities that they are able to excel at, for example, sport, dance, art etc.

- Use assistive technology to make it easier to complete homework, search webpages for information and communicate with friends and family.

- If possible, find a tutor for your child who specialises in dyslexia. They will often be able to guide and support you as well.

- Advocate for your child at school. Sadly, many children with dyslexia don't automatically get the help and support that they need in schools. There can be many reasons why they can slip under the radar but speaking up for your child and raising your concerns will help them to get the support that they need.

 
Q. Do I need a full diagnostic assessment in order to get help for my child in school?
A. Absolutely not. Dyslexia is covered by the Equality Act 2010 which is very clear that a person does not need an official diagnosis in order to be protected by the act. If a school has evidence that a child is likely to be dyslexic then they are duty bound to make reasonable adjustments and support the child appropriately. If they don't do this then they are breaking the law by discriminating against your child. Evidence of dyslexia can be found by looking at a child's results in standardised tests in school or the results of a dyslexia screening.

Q. What about exam access arrangements? Do I need a diagnosis to get things like extra time in exams for my child?

A. The short answer is no. Exam access arrangements are based on two things:
your child's normal way of working (in class) and tests run by or on behalf of the exam board. These tests are done in school, usually in Year Nine or Year Ten. For a more detailed explanation, please see this previous blog post:
https://dyslexiaadvice.blogspot.com/2021/04/is-dyslexia-assessment-needed-to-get.html

I hope that you've found these answers useful. Don't forget, if you'd like support or more advice then contact me today. I can help. Dyslexia and literacy tuition, dyslexia and dyscalculia screening and dyslexia training available.

Supporting Home Educated Children

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.

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. 

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.

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. 

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.

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. 

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. 

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.

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 

If you'd like support or advice for your child then Contact me today. I can help. Dyslexia and literacy tuition, dyslexia and dyscalculia screening and dyslexia training available.

Is a dyslexia assessment needed to get help in GCSEs? And other important questions answered.

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.

Should I get my child assessed privately in order to get my child extra time and other access arrangements in exams? 

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 unless 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. 

What sort of access arrangements are available for GCSE?

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.

Who decides if my child needs access arrangements ? 

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.

Do I need to pay the JCQ for the assessment?

There is no charge for a JCQ assessment. The assessor may be someone in the school who is suitably qualified.

How can I make sure that my child gets the access arrangements that I think she needs?

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'.

What does 'normal way of working' mean?

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.

My child has been told she doesn't qualify because she has done 'too well' in her tests. What does this mean?

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.

My child is set to do GCSEs next year and nothing is in place. Is it too late?

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.

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. 

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.

Want to know more? Contact me today to get your child the help and support they need to succeed. 

Why the lockdown is a golden opportunity for dyslexic children and parents

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 already 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. 

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 their 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! 

So, what can you do? In all honesty, now is actually a perfect opportunity to support your child in the way you 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...

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. 

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.

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:

1) Undertaking an on-line phonics program like Nessy or Reading Eggs. Most children, particularly primary aged children love these and make good progress.

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.

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.

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.

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.

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.

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.

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. 

Above all, stay safe and enjoy each others company. 

Want to know more? Contact me today to get your child the help and support they need to succeed. 

Catching them young. How to help your pre-school child.

A few weeks ago I had the pleasure of doing a drop in session at a toddler play session in 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.

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 can and do thrive. 

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.

With that in mind, here are some suggestions for things you can do with your pre-school child.

• Sing nursery rhymes and encourage your child to join in
• Talk about words that rhyme and clap out the rhythm of your child's name
• Play sound lotto. Try closing your eyes and identifying the noises around you
• Sound words out using the letter sounds e.g m-a-n
• 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
• 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
• 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
• Practice forming letters in sand, using shaving foam,play dough or simply using your finger in the air
• Use wooden or magnetic letters to help your child to sequence and name letters of the alphabet
  .

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!

Want to know more? Contact me today to get your child the help and support they need to succeed. 

Children 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.

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.

Children with dyslexia don't need to struggle to succeed

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:

1) Keep instructions concise; many dyslexics have poor working memory so will forget instructions if they are too long-winded.

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.

3) Print handouts on off-white paper. Many dyslexics will find them easier to read.

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.

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.

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.

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.

So what can you do if your child isn't being supported and is feeling that sense of failure?

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.

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.

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.

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.

Want to know more? Contact me today to get your child the help and support they need to succeed.

How to get schools to listen

"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. 

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.

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. 

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.

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.

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.

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? 

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.

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.

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.

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. 

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.

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.

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.

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.

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. 

If you'd like support or advice for your child then Contact me today. I can help. Dyslexia and literacy tuition, dyslexia and dyscalculia screening and dyslexia training available.

Do all dyslexic children struggle with reading?

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.

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 they had done, their son had performed well and that they had no concerns. How can he have a problem? They said, he performs to the average in tests. 

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.

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.

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 is wrong. 

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.

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.

I suppose what this child's experience has shown me, is that if you have any concerns about your child, then act on them. One thing that I have learnt over the years, as a teacher, tutor and parent is that parent's intuition is usually correct and always worth investigating. 

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. 

In the meantime, if you'd like to know more about stealth dyslexia then click on this link:

  http://www.davidsongifted.org/search-database/entry/a10435


If your child is struggling then contact me today to get them the help and support they need to succeed.

Schools are failing 80% of dyslexic pupils. Is your child one of them?

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  published 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.

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 under-performing enough' to, most worryingly, 'we don't have any dyslexia in our school'. 

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 schools and local authorities have a legal duty to try to identify, help and assess children suspected of having dyslexia.

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. 

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. 

This combination of a lack of money and expertise means that, despite the very best of intentions, many schools continue to fail their dyslexic pupils. 

Another worrying finding in the report, which reflects my experience, 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. 

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.

Of course, I see a lot of positives; 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.

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.

If your child is struggling then contact me today to get them the help and support they need to succeed.

Want to find out more? Here's a link to the BBC article: https://www.bbc.co.uk/news/uk-england-50095218

Words Apart. How to triumph over Dyslexia

I discovered a fabulous book shop this week. It's called Turn the Page 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.

The owner Mande gave me a fascinating book entitled Words Apart. 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.

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.

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.

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.

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.

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.

Of course, some schools are very thorough and are 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.

Books like Words Apart  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.


If your child is struggling then contact me today to get them the help and support they need to succeed.

Why screen for dyslexia?

A lot of people ask me "What is dyslexia screening?" and "Is it worth doing?" Here's my best explanation.

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. 

Typically a screening lasts about forty five minutes. Your child will undertake a series of short tasks covering various aspects of literacy as well as looking at working memory and processing speed. The results are then collated and a report provided which shows your child's areas of strength and weaknesses. A good screening report should also provide advice and suggestions for activities to help your child improve their skills as well as suggestions for reasonable adjustments for school.

So, what can you do with the results? Well, the screening results can be used in a number of ways:

-Take the screening results into school and share them with the ALNCO and class teacher. I have seen very positive improvements made for children when parents have shared their screening test results with the school.

-Small adjustments in the classroom can make all the difference - your screening report will offer suggestions that can be made by class teachers easily and at no extra cost to the school.

-Do the suggested activities at home and help your child improve their literacy skills.

-If you are home-educating, the screening results help you target those areas of literacy that your child is struggling with -  to help them reach their true potential.

- If you choose to get extra tuition for your child then the screening results will save your tutor time -  and save you money - as they will be able to immediately focus on those particular skills your child needs help to develop.

-Finally and very importantly, you will gain a better understanding of your child, their abilities, strengths and weaknesses.

So, there you have it, a wordy explanation but hopefully one that is useful!

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 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. Early intervention is key so if you have concerns, then get a screening.

Contact me today to get your child the help and support they need to succeed.

Turning a can't into a can - help your child to succeed

"I just can't do it". We all say this sometimes but how many times have you heard your 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.

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 will 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 do 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.

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 you could do at home to help ? Don't forget to make notes.

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,

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:

1. Follow up on suggestions from the school for activities
2. 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.
3. Keep a diary with observations of your child's learning and attitude to learning to share with the school
4. 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

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.

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!


If your child is struggling then contact me today to get them the help and support they need to succeed.

Tackling Times Tables

Did 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.

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.


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.

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.

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.

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.

I call it Footstep Tables.

You will need:

Paper
Scissors
1 pair feet
Pens
Dice (2 ordinary or one 12 sided)

• Start by drawing around your child's feet then cut out 12 footprints. 
• Write one answer to the times table you are practising e.g two times table, on each footprint.
• Arrange the footprints in sequence order on the floor.
• 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.
• The first person to throw a 12 and jump on the right footprint is the winner.

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.

As your child becomes more competent, you can mix the footprints up so that the times table is no longer set out in sequence.

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).

Always get them to say the sum as they jump onto the number as this reinforces the connection between the two.

Playing this game often, say, once or twice a day, will make a real difference and it makes a change from sitting still.

Have fun and let me know how you get on!

Remember, if your child is struggling then contact me today to get them the help and support they need to succeed. Screening and tuition for dyscalculia and dyslexia available now.