Identifying Signs of Potential Dyslexia Notice

Compiled by Sarah Richardson Muritai School

Reading
Inability to read small, so-called function words such as that, the and was Development of anxiety around reading Makes poor progress with reading

Writing
Poor standard of work compared with oral ability Produces messy work with lots of crossings out, words may be tried out several times

Numeracy/ Skills Time

Confusion with number order, e.g. units, tens, hundreds Finds symbols confusing +/x =/- / Poor motor skills weaknesses in speed, control, accuracy Limited understanding of non-verbal communication

Behaviour/ Concentratio n
Uses work avoidance tactics such as sharpening pencils, looking for books Is easily distracted

Other
Speed of processing

Misses out words or adds words when reading text. Needs quiet environment to read.

Reading filled with mispronunciation , substitutions and omissions, an, in Oral reading that is choppy and sounds like reading a foreign language

Has difficulty blending and segmenting (Blending = combining individual sounds together to make one word for reading Segmenting = breaking a word into syllables for spelling) Has difficulty with the structure of words knowing where to divide into syllables, recognising prefixes and suffixes Difficulty with pronunciation of longer words

Poor concentration

Often confused by similar letter shapes e.g. b/d, p/g, p/q, n/u, m/w Poor handwriting with reversals and badlyformed letters Spells a word several ways in one piece of writing

Difficulty learning sequences e.g. times tables, days of week, months of year

Confusion of left/ right, up/down, etc.

May appear to be dreaming instead of listening

Difficulty following instructions

Difficulty in learning to tell the time, especially with analogue clocks Poor time keeping and awareness of time passing

May be unsure of hand preference

May act as the class clown or be disruptive or withdrawn

Word finding difficulties

Does not recognise familiar words

Has good days and bad days

Becomes very tired due to the amount of effort and concentration required

Can often be forgetful. Does not like change e.g. a relieving teacher covering for the class teacher.

Reading cont..
Compiled by Sarah Richardson Muritai School

Writing cont..
Mixes upper/lower case letters

Numeracy/ Time cont..

Creating Parent Partnerships

Parents should be informed as soon as you suspect a student has dyslexic-type tendencies. This is the most effective way to build trust and respect, and to create effective parent partnerships which support the child in the home and so optimise the good work you do in the classroom. An acid test of a school that is working is parental confidence, and this comes as a consequence of school action and quality communication. You dont need a formal assessment or diagnosis of dyslexia to initiate this dialogue with parents rather, it is about noticing signs that may indicate a learning preference based on atypical thinking, and sharing your observations with parents/carers sooner rather than later. One of the things that define a dyslexiaaware self-managing school is the willingness to proactively identify students with issues. DFNZ offers support for parents through a dedicated 4D Home space www.4d.org.nz/home/. This site is designed to inform and assist parents whose child doesnt seem to be making the same progress as others at school. It also includes personal stories from parents and information on solutions providers.

Disproportionate poor performance on multiple choice tests

Inability to finish tests on time doesnt finish or rushes and makes careless errors; final test grade does not reflect persons knowledge of the topic Requires quiet environment to concentrate on reading

Messy handwriting despite what may be an excellent facility at word processing Extreme difficulty learning a foreign language Avoidance of reading for pleasure

Uses phonetic and bizarre spelling

Difficulty with concepts e.g. yesterday, today, tomorrow, above, below,

(Sources:- 4D is for Dyslexia: A Guide for New Zealand Schools Version 2 and Dismantling Dyslexia - Laughton King)