Wednesday, 15 March 2017

Dyslexia PD - Ann Beckitt RT:Lit


Dyslexia is so complex, that it is hard to define (which can make it a controversial issue).


  • It is a specific learning difference/difficulty
  • Has a neurological basis independent of socio-economic status, intellect or language background.
  • It has a genetic component, is likely to be present at birth and is persistent.
  • It is a combination of abilities and difficulties that affect the learning process.
  • It is a continuum, not a distinct category with no clear, cut off points. It therefore varies for each individual.
  • It results in unexpected difficulties in the acquisition of certain literacy and (sometimes) numeracy skills.
  • it has an incidence of approximately 1:10
  • It tends to be resistant to conventional teaching methods.
  • its effect can be mitigated by appropriate specific intervention.

The brain:

Reading is a relatively new skill for the brain to process. It has no specific area (in the brain). It uses existing systems and builds connections across them.

To hold onto new learning, they have to be happy, secure and motivated. The brain dumps stuff if it is scared.


Have little phonological awareness - often can't break up words, eg. c-a-t
Errors are often 'v' on Running Records - substitute in words of they get the initial sounds, often have high comprehension.
Some may get the ability to read but never get the automaticity that we do.