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Dyslexia

Published by Bupa's health information team, March 2009.

This factsheet is for people who have dyslexia, or who would like information about it.

Dyslexia is a condition that hinders the development of language-based skills, including spelling, writing and reading. It's not associated with reduced intelligence but it can affect abilities such as short-term memory, organisational skills and sometimes speaking.

About dyslexia

It's believed that around one in 10 people in the UK are affected by dyslexia. It's often associated with similar conditions such as dyspraxia (difficulty coordinating and organising thoughts and movements) and dyscalculia (difficulty handling numbers).

People with dyslexia may have particular strengths, such as:

  • 'big picture' thinking
  • increased creativity and innovation
  • good lateral thinking ability
  • intuitive problem-solving skills
  • good visual and spatial skills
  • determination

Many famous and successful people, including Albert Einstein, Sir Steve Redgrave and Sir Richard Branson, have/had dyslexic difficulties, as do a number of artists and stars in the performing and visual arts.

Symptoms of dyslexia

Dyslexia affects people in different ways. For example, if you have dyslexia you may be a very good reader but may struggle with spelling or writing.

Dyslexia doesn't only affect language-based skills. People with dyslexia may also have difficulties with their short-term memory, mathematics ability, concentration, personal organisation, speed of processing information, coordination and ability to think or do things in the right order (sequencing).

You can often spot signs of dyslexia in children at a young age. However, because children develop at different rates, it's important to remember that even if your child has one or more of these characteristics, it doesn't necessarily mean that he/she has dyslexia.

You should talk to your child's GP, health visitor or school if you think that, compared with other children of the same age, he/she:

  • is slow to develop clear speech
  • is slow to develop fine motor skills (eg being able to hold and use a pencil properly)
  • is slow to learn the alphabet, numbers, days of the week, colours, shapes, left and right
  • has difficulty pronouncing certain words, eg "mawn lower" instead of lawn mower, "busgetti" for spaghetti (although most children mix up pronunciation as they learn to talk)
  • has difficulty finding the right words when talking and may substitute words instead
  • has difficulty working out which words rhyme with each other
  • has difficulty following multi-step routines or directions such as those in action songs, games or activities such as getting dressed
  • has difficulty with numbers - putting them in the wrong order or the wrong way round, eg 14 for 41, 6 for 9

Your child may also have particular problems with reading and writing, such as:

  • difficulty learning the alphabet
  • struggling to spell and write his/her name
  • reading letters or words in the wrong order or reversed (eg reading 'was' as 'saw', writing 'd' as 'b' and 'p' as 'q')
  • difficulty recognising words that they have previously seen
  • missing words out or adding extra words where they aren't needed
  • hesitancy or inaccuracy while reading
  • poor handwriting

Your child may experience visual disturbances or discomfort when reading print, such as:

  • blurred letters/words
  • letters that appear to move around, shimmer or shake
  • words or letters that appear to break into two
  • difficulty with tracking across the page
  • glare on the page or oversensitivity to bright lights

These symptoms can affect reading ability, make it very tiring and cause headaches. If your child complains of any of these problems, he/she should be referred to an orthoptist or a behavioural optometrist (eye specialists with expertise in this particular field).

Causes of dyslexia

The exact cause of dyslexia isn't known. However, it's thought to be caused by differences in the way that the brain processes information, especially language. Most experts agree that dyslexia occurs partly because of physiological and/or biological differences, and that these tend to run in families.

Some experts think that dyslexia is mainly related to the way that the brain deals with how parts of words sound. Others think that the way the brain deals with how words look may play an equal or greater role. Short-term memory is also thought to be a key factor in dyslexia.

Diagnosis of dyslexia

If you think that your child may have dyslexia, you can request a statutory assessment for him/her through your local education authority (LEA).

As part of the assessment, your child may be tested by a Chartered Educational Psychologist (a professional who specialises in the mind and behaviour), who will advise you and your child's school about how best to manage his/her difficulties.

Supporting people with dyslexia

With specialist support, most people with dyslexia can learn to read and write perfectly well. Usually, the earlier you find out that a child has dyslexia the better. It means that additional help can be offered at school from teachers and tutors as well as from specialists and therapists.

Some people with dyslexia are sensitive to light or certain colours. Coloured paper to reduce glare and tinted lenses or coloured overlays can make reading and writing easier for some people, although it isn't known how much this helps.

Self-help

If you think your child has dyslexia, or if your child has been diagnosed with dyslexia, talk to his or her teachers at school. Arrange to see the school's Special Educational Needs Coordinator (SENCO) so that any specialist teaching arrangements can be made. You can also contact the British Dyslexia Association's helpline or your local Dyslexia Association for advice.

It's important to be as supportive as you can and build up your child's confidence. The following tips may be helpful.

  • Read up on dyslexia and find out as much about it as you can.
  • Keep a folder of your child's work including anything that he/she does at home or at playgroup, nursery or school.
  • Jot down other information, such as how your child dealt with a certain situation or what his/her emotional state was at any given time. This type of record can be really useful when you want to look back and discuss progress with a tutor or specialist.
  • Visit your child's classroom as often as you can, as this will help you to get a better idea of how he/she is progressing in relation to classmates. It will also give you more opportunities to speak to your child's teacher about his/her abilities and problem areas.
  • Try and meet other parents whose children have dyslexia. Sharing tips and mutual support can help during setbacks.
  • Read aloud to your child every day - this will help build his/her vocabulary and develop his/her ability to understand the meaning of words and phrases.
  • Establish a good homework routine.
  • Make sure your child understands what work needs to be done.
  • Help your child to organise his/her homework - for example, break large tasks up into smaller, more manageable chunks, and colour-code folders for different subjects.

The more you believe in your child's abilities, the more he/she will develop in confidence.

  • Talk openly with your child about his/her dyslexia and encourage him/her to discuss his/her feelings with you.
  • Encourage your child to update you regularly on his/her progress - give praise for even the smallest improvement.
  • Point out successful role models with dyslexia.
  • As he/she gets older, help him/her to explain his/her dyslexia to other people without embarrassment or apology.

Help at school or college

Under the 1996 Education Act and the Special Educational Needs Code of Practice (2001), local authorities and schools must cater for children with special educational needs (including those who have dyslexia and related conditions).

There are many things that can be done to help your child at school. Your child may be given extra time to complete tasks and your child's teacher may give taped tests or use alternative ways of assessing him or her. Listening to books on tape, using computers and using real objects during maths problems instead of printed figures can also be helpful. Your child's school may also be able to employ a learning assistant who can spend time with your child on a one-to-one basis.

Further information

Related topics

Sources

  • About dyslexia. British Dyslexia Association. www.bdadyslexia.org.uk, accessed 9 September 2008
  • What is dyslexia? Dyslexia Action. www.dyslexiaaction.org.uk, accessed 27 July 2008
  • Simon C, Everitt H, Kendrick T. Oxford Handbook of General Practice. 2nd ed. Oxford: Oxford University Press, 2007:898-899
  • Mission statement. Dyslexia Scotland. www.dyslexiascotland.org.uk, accessed 27 July 2008
  • A framework for understanding dyslexia. Department for Education and Skills. http://excellence.qia.org.uk, accessed 27 July 2008
  • Roach N, Hogben J. Impaired filtering of behaviourally irrelevant visual information in dyslexia. Brain 2007; 130:771-785. http://brain.oxfordjournals.org
  • Special educational needs code of practice. Department for Education and Skills. 2001. www.teachernet.gov.uk

This information was published by Bupa's health information team and is based on reputable sources of medical evidence. It has been peer reviewed by Bupa doctors. The content is intended for general information only and does not replace the need for personal advice from a qualified health professional.

Publication date: March 2009

 

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