2.3 Identification – Primary

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From the course by University of London

Supporting children with difficulties in reading and writing

546 ratings

University of London

Supporting children with difficulties in reading and writing

546 ratings

This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes

From the lesson

Definitions and identification of dyslexia

Causes; identification; numerous activities include simple methods of observation (not formal diagnosis)

2.1 Definition and causes12:18

2.2 Identification – Pre-primary5:02

2.3 Identification – Primary5:06

2.4 Informal assessment - Part 19:14

2.5 Informal assessment - Part 213:17

2.6 Informal assessment - Part 38:08

2.7 Identification – Later years 19:36

2.8 Identification – Later years 211:51

Meet the Instructors

Dr Jenny Thomson
Dr Vincent Goetry

When the child learns to read and spell and write, so in primary school

you will notice in dyslexic children, not especially all of these mistakes, but

some of these mistakes which are: auditory confusion between similar phonemes for

example 'b' is going to be perceived, is going to be processed, as 'd' or 'p',

which are very similar phonemes.

The second type of mistake is visual confusion between letters, between

graphemes, which are similar.

Do not forget that this confusion can be from left to right,

for example, 'b - d', 'p - q',

but also from top to bottom, for

example, the 'n - u', 'm - w', 'f - t'.

The third type of mistake is inversion between letters or syllables.

The fourth is addition of letters, syllables, or affixes.

Fifth is omissions of elements of the words.

Then we have substitution of words, guessing of words.

Obviously again I insist on the fact that these

type of mistakes should not be considered individually.

Many children are guessing words at the beginning of

the learning to read and write.

But, again, you will see a combination, you will see a recurrence

despite your correction, and you will see a persistency over time of these mistakes.

And the last type of mistake is contraction or de-contraction,

and what you will see is that the child is actually misusing the word boundaries.

He's not placing the word boundaries at the right place, so

he will cut, for example, 'remembering' will be written in two words.

... 'I'm going to the sea', 'to the sea' is going to be written in one word.

Dyslexia is not of course, as we keep saying,

dyslexia is not only about reading and spelling difficulties.

It's also other behaviors which we'll see.

Often dyslexic children will lose the thread when they are reading.

They will reread the same

line two times without being aware that they are doing this.

They will repeat the same word.

They will miss words.

They will also read a text written in the past in the present tense ...

especially when they are asked to produce writing.

They will, for example,

a classical example is, 'What did you do during the holidays?':

and the text should be in the past and the dyslexic child will perhaps remember that

the first sentence should be in the past.

But then he or she will forget to put the rest of the text in the past and

it's going to be in the present tense.

So there is a mixture between the past and

the future ... always, often, brought back to the present tense.

You will also see very inconsistent orthography;

the same words can be written in two or three different ways in the same

paragraph and the child will not notice that he or

she is using different spelling patterns for the same words.

... ignoring punctuation in reading, so

it's the flat reading without intonation (and not using it in spelling).

Please be aware that even the full stop and the capital letter at

the beginning of the sentence remain difficult, even for dyslexic adults.

What you will also see is that the writing is very slow.

And final factor, which is very common among dyslexics is fatigability.

You will see that the first line(s) of a written production by dyslexic

child are okay

but towards the end of the text, because it's so

demanding for them to write an essay, especially

that the end of the production is going to be full of mistakes, like additions,

omissions, etcetera and all those mistake we saw a few minutes ago.

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