Child Dyslexia

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We may be able to offer face to face assessments in the home around Newport, Cardiff, Swansea, Port Talbot, Bridgend, Avergavenny, Merthyr Tydfil,  Ross-on-Wye, Monmouth, Hereford, Gloucester, Worcester, Cheltenham, Birmingham and Bristol. We can also offer assessment remotely.

• To apply for Exam Access Arrangements at school or college. You will need to contact the SENCO prior to the assessment as this is a JCQ requirement.
• To use as evidence for Exam Access Arrangements whilst studying at college, university or for professional qualifications.
• To apply for Disabled Students’ Allowance (DSA) at university. This can give you access to specialist equpiment, assistive software and 1-1 study skills support.
• To provide more information for employers so that they can make Reasonable Adjustments for an employee with specific difficulties.

Dyslexia in children is a specific learning disability that affects reading, spelling, and writing skills. It is a neurodevelopmental condition characterised by difficulties in accurate and fluent word recognition, decoding, and reading comprehension. Dyslexia is typically identified in childhood and persists throughout an individual’s life.

Key characteristics and signs of dyslexia in children may include:

1. Difficulty with reading: Children with dyslexia may struggle to read accurately and fluently. They may have trouble recognising familiar words and decoding unfamiliar words.
2. Problems with spelling: Dyslexic children often have difficulty spelling words correctly and may frequently misspell words or reverse letters.
3. Challenges with writing: Writing can be challenging for children with dyslexia. They may struggle with organising their thoughts on paper and encounter difficulties with grammar and punctuation.
4. Poor phonological awareness: Phonological awareness is the ability to identify and manipulate individual sounds (phonemes) in spoken words. Children with dyslexia may have trouble with this skill, which can hinder their understanding of the relationship between letters and sounds.
5. Slow reading and writing speed: Dyslexia can lead to slower reading and writing speed compared to peers.
6. Difficulty in remembering sequences: Dyslexic children may have trouble remembering the order of things, such as the alphabet, days of the week, or the multiplication tables.
7. Challenges in understanding and organising written and spoken language: Children with dyslexia may find it challenging to comprehend complex sentences or follow multi-step instructions.
8. Avoidance of reading and writing tasks: Due to the difficulties they face, children with dyslexia may try to avoid reading and writing whenever possible.

It’s important to remember that dyslexia is not indicative of a child’s intelligence or overall cognitive abilities. Many children with dyslexia have average or above-average intelligence, and with appropriate support and intervention, they can achieve academic success and excel in various areas.

Early identification and intervention are essential in helping children with dyslexia. Teachers, parents, and educational specialists play a vital role in recognising dyslexia-related challenges and providing targeted support and accommodations to help children develop effective reading and learning strategies. If dyslexia is suspected, seeking a comprehensive evaluation from qualified professionals is crucial to determine the appropriate interventions and support for the child’s specific needs.

More information can be found on the  Simply Thrive website at simplythrive.co.uk.  Alternatively, you can call them on 01633 439 220 or email us at admin@simplythrive.co.uk.

The symptoms of dyslexia in children can vary, and the severity of the symptoms may differ from one child to another. Early identification of dyslexia is crucial for providing appropriate support and interventions to help children overcome reading and learning challenges. Some common signs and symptoms of dyslexia in children include:

1. Difficulty with reading: Children with dyslexia may struggle to read accurately and fluently. They may have difficulty recognising common words and decoding unfamiliar words.
2. Problems with spelling: Dyslexic children often have difficulty spelling words correctly. They may frequently misspell words, reverse letters, or write them in the wrong order.
3. Challenges with writing: Writing can be challenging for children with dyslexia. They may have trouble organising their thoughts on paper, forming letters, and using correct grammar and punctuation.
4. Poor phonological awareness: Phonological awareness refers to the ability to recognise and manipulate individual sounds (phonemes) in spoken words. Children with dyslexia may have difficulty with this skill, which can make it harder for them to understand the relationship between letters and sounds.
5. Slow reading and writing speed: Dyslexia can lead to slower reading and writing speed compared to their peers.
6. Difficulty in remembering sequences: Dyslexic children may struggle to remember the order of things, such as the alphabet, days of the week, or the multiplication tables.
7. Challenges in understanding and organising written and spoken language: Children with dyslexia may find it challenging to comprehend complex sentences or follow multi-step instructions.
8. Avoidance of reading and writing tasks: Due to the difficulties they face, children with dyslexia may try to avoid reading and writing whenever possible.
9. Delayed language development: Some children with dyslexia may have delayed language milestones, such as speaking their first words or forming sentences.
10. Difficulty with rhyming: Dyslexic children may struggle with rhyming words or recognising similar sounds in words.

It’s important to note that dyslexia is a specific learning disability and does not indicate a lack of intelligence or potential. If a child displays several of these signs or has persistent difficulties with reading and language-related tasks, it is essential to seek a comprehensive evaluation from qualified professionals, such as educational psychologists or learning specialists. Early intervention and appropriate educational support can significantly help children with dyslexia to develop effective reading and learning strategies and achieve their full potential.

Dyslexia is a complex and heterogeneous condition, and children with dyslexia can exhibit a wide range of symptoms and difficulties. However, researchers and clinicians have identified some subtypes or profiles of dyslexia based on specific patterns of strengths and weaknesses in reading and related skills. These subtypes may help guide intervention strategies tailored to individual needs. Here are a few commonly discussed types of dyslexia in children:

1. Phonological Dyslexia: This type of dyslexia is characterised by difficulties in phonological awareness and phonemic processing. Children with phonological dyslexia may have trouble identifying and manipulating individual sounds in spoken words, making it challenging to link sounds to their corresponding letters when reading and spelling.
2. Surface Dyslexia: Surface dyslexia involves difficulties with whole-word recognition and visual memory for irregularly spelled words. Children with surface dyslexia may read regular words accurately but struggle with irregular words, which do not follow typical phonetic rules (e.g., “come” and “said”).
3. Rapid Naming Deficit: This subtype is characterised by slow or inaccurate naming of letters, numbers, colors, or objects. Difficulties in rapid naming can affect reading fluency and speed.
4. Double-Deficit Dyslexia: Children with double-deficit dyslexia exhibit difficulties in both phonological processing (phonological awareness) and rapid naming. This combination of deficits can contribute to significant reading difficulties.
5. Visual Dyslexia: Visual dyslexia is associated with problems in processing visual information, such as letters and words. Children with this subtype may have difficulty discriminating similar-looking letters or words.
6. Attentional Dyslexia: Attentional dyslexia is linked to difficulties in maintaining focus while reading. It can result in skipping lines, losing one’s place, or having trouble concentrating on the text.

It is important to note that dyslexia subtypes are not rigid categories, and children with dyslexia may display a combination of features from different subtypes. Moreover, the science around dyslexia subtypes is still evolving, and some researchers argue against their utility for guiding interventions.

When diagnosing dyslexia in children, comprehensive assessments typically evaluate various cognitive and reading-related skills to understand a child’s strengths and weaknesses fully. This approach helps tailor interventions to address specific challenges and improve overall reading and learning abilities. If you suspect that your child may have dyslexia, it is essential to seek a professional evaluation from specialists trained in learning disabilities to provide appropriate support and interventions.

Yes, dyslexia is often considered a hidden disability. It is a specific learning disability that primarily affects reading and related language skills. Unlike some other disabilities that may have visible physical characteristics or overt behavioral traits, dyslexia does not have obvious external signs.

Dyslexia is a neurological and cognitive condition that affects the way the brain processes and interprets language, particularly written language. The challenges experienced by individuals with dyslexia are internal and cognitive, making them less immediately apparent to others.

Some reasons why dyslexia is considered a hidden disability include:

1. Internal nature: Dyslexia affects the way the brain processes information related to reading and language. Since the difficulties are internal and not easily observable, they may go unnoticed to casual observers.
2. Average or above-average intelligence: Many individuals with dyslexia have average or above-average intelligence, which can mask their learning difficulties and make it less apparent to others.
3. Compensation strategies: People with dyslexia often develop various coping mechanisms and compensation strategies to manage their challenges, making their difficulties less visible to others.
4. Social stigma: Due to the fear of judgment or discrimination, some individuals with dyslexia may choose to keep their difficulties hidden and not disclose their diagnosis.

Despite its hidden nature, dyslexia can significantly impact an individual’s academic, professional, and personal life if not properly addressed. It is essential to recognise dyslexia as a valid and significant learning disability and to provide appropriate support and accommodations to individuals with dyslexia to help them reach their full potential. Early identification and intervention are crucial in helping individuals with dyslexia overcome their challenges and develop effective reading and learning strategies.

Yes, dyslexia is often considered a hidden disability. Unlike some other disabilities that may have visible physical characteristics or overt behavioral traits, dyslexia does not have obvious external signs. It is a neurological and cognitive condition that primarily affects reading and related skills, but these difficulties may not be immediately apparent to others.

Some reasons why dyslexia is considered a hidden disability include:

1. Internal nature: Dyslexia affects the way the brain processes and interprets language, particularly written language. Since the challenges are internal and cognitive, they may not be immediately visible to others.
2. Average or above-average intelligence: People with dyslexia often have normal or above-average intelligence, which can mask their learning difficulties in other areas.
3. Compensation strategies: Individuals with dyslexia may develop various coping mechanisms and compensation strategies to manage their difficulties, making it less obvious that they are struggling with reading and writing.
4. Social stigma: Due to the fear of judgment or discrimination, some individuals with dyslexia may choose to keep their difficulties hidden and not disclose their diagnosis.

While dyslexia may not be apparent on the surface, it can significantly impact an individual’s academic, professional, and personal life. Without proper support and accommodations, individuals with dyslexia may face challenges in education and employment, leading to frustration and reduced self-esteem.

It is essential to recognise dyslexia as a valid and significant learning disability and provide appropriate support and accommodations to individuals with dyslexia to help them reach their full potential. Early identification and intervention are crucial in helping individuals with dyslexia overcome their challenges and develop effective reading and learning strategies.

Yes, dyslexia can affect not only reading but also numerical skills, and this is referred to as dyscalculia. Dyscalculia is a specific learning disability that primarily impacts an individual’s ability to understand and work with numbers and mathematical concepts.

Individuals with dyscalculia may experience difficulties with various aspects of math, such as:

1. Understanding basic number concepts: This includes understanding the quantity represented by numbers, the order of numbers, and their relationships (e.g., greater than, less than).
2. Performing arithmetic operations: Dyscalculia can affect an individual’s ability to add, subtract, multiply, and divide accurately and fluently.
3. Memorising math facts: Recalling basic addition, subtraction, multiplication, and division facts may be challenging for people with dyscalculia.
4. Understanding mathematical symbols and terms: Dyscalculia may lead to confusion with mathematical symbols (e.g., +, -, x, ÷) and mathematical language.
5. Telling time and understanding concepts of time and money: Difficulties in understanding concepts related to time, such as reading clocks, and handling money can be observed.

Similar to dyslexia, dyscalculia is not related to intelligence, and individuals with this learning disability can have average or above-average cognitive abilities. Dyscalculia is thought to arise from differences in brain function and processing, specifically in areas related to numerical and mathematical skills.

If you suspect that you or someone you know may have dyscalculia or is experiencing significant difficulties with numerical concepts and math, it is important to seek a professional evaluation from specialists trained in learning disabilities, such as educational psychologists or educational therapists. Early identification and appropriate interventions can help individuals with dyscalculia overcome challenges and develop strategies to succeed in math-related tasks and daily life.

Yes, dyslexia is often considered a hidden disability. Unlike some other disabilities that may have visible physical characteristics or overt behavioral traits, dyslexia does not have obvious external signs. It is a neurological and cognitive condition that primarily affects reading and related skills, but these difficulties may not be immediately apparent to others.

Some reasons why dyslexia is considered a hidden disability include:

1. Internal nature: Dyslexia affects the way the brain processes and interprets language, particularly written language. Since the challenges are internal and cognitive, they may not be immediately visible to others.
2. Average or above-average intelligence: People with dyslexia often have normal or above-average intelligence, which can mask their learning difficulties in other areas.
3. Compensation strategies: Individuals with dyslexia may develop various coping mechanisms and compensation strategies to manage their difficulties, making it less obvious that they are struggling with reading and writing.
4. Social stigma: Due to the fear of judgment or discrimination, some individuals with dyslexia may choose to keep their difficulties hidden and not disclose their diagnosis.

While dyslexia may not be apparent on the surface, it can significantly impact an individual’s academic, professional, and personal life. Without proper support and accommodations, individuals with dyslexia may face challenges in education and employment, leading to frustration and reduced self-esteem.

It is essential to recognise dyslexia as a valid and significant learning disability and provide appropriate support and accommodations to individuals with dyslexia to help them reach their full potential. Early identification and intervention are crucial in helping individuals with dyslexia overcome their challenges and develop effective reading and learning strategies.

Yes, dyslexia can affect not only reading but also numerical skills, and this is referred to as dyscalculia. Dyscalculia is a specific learning disability that primarily impacts an individual’s ability to understand and work with numbers and mathematical concepts.

Individuals with dyscalculia may experience difficulties with various aspects of math, such as:

1. Understanding basic number concepts: This includes understanding the quantity represented by numbers, the order of numbers, and their relationships (e.g., greater than, less than).
2. Performing arithmetic operations: Dyscalculia can affect an individual’s ability to add, subtract, multiply, and divide accurately and fluently.
3. Memorising math facts: Recalling basic addition, subtraction, multiplication, and division facts may be challenging for people with dyscalculia.
4. Understanding mathematical symbols and terms: Dyscalculia may lead to confusion with mathematical symbols (e.g., +, -, x, ÷) and mathematical language.
5. Telling time and understanding concepts of time and money: Difficulties in understanding concepts related to time, such as reading clocks, and handling money can be observed.

Similar to dyslexia, dyscalculia is not related to intelligence, and individuals with this learning disability can have average or above-average cognitive abilities. Dyscalculia is thought to arise from differences in brain function and processing, specifically in areas related to numerical and mathematical skills.

If you suspect that you or someone you know may have dyscalculia or is experiencing significant difficulties with numerical concepts and math, it is important to seek a professional evaluation from specialists trained in learning disabilities, such as educational psychologists or educational therapists. Early identification and appropriate interventions can help individuals with dyscalculia overcome challenges and develop strategies to succeed in math-related tasks and daily life.

It’s a common misconception that dyslexic individuals “see” words and letters differently or in a jumbled manner. Dyslexia is not a visual problem; instead, it is a language-based learning disability that affects the way the brain processes and interprets language, particularly written language.

When reading, dyslexic individuals may experience difficulties in accurately and fluently recognising words and understanding their meaning. This can lead to challenges in reading comprehension, spelling, and writing. Some common experiences and difficulties that dyslexic individuals may encounter when reading include:

1. Difficulty in decoding words: Dyslexic individuals may struggle to connect letters to their corresponding sounds, which makes it harder for them to read unfamiliar words.
2. Letter and word reversals: While dyslexia is not caused by seeing letters or words in reverse, some individuals with dyslexia may occasionally make letter or word reversals when reading and writing.
3. Poor reading fluency: Dyslexia can lead to slow and laborious reading, as individuals may need more time to process and understand the text.
4. Challenges with spelling: Dyslexic individuals may have difficulty spelling words correctly, as they might find it hard to remember the correct sequence of letters in words.
5. Problems with word recall: Dyslexia can affect the ability to recall and recognise commonly used words, even if they have encountered them before.

It’s important to emphasise that dyslexic individuals do not have visual impairments or see things differently from others. Instead, their reading challenges arise from differences in the way their brains process and interpret written language. Early identification and appropriate interventions can significantly help dyslexic individuals to overcome these challenges and develop effective reading and learning strategies.

Dyslexia is a neurodevelopmental condition, and it is generally considered to be a lifelong condition. It does not go away or get “outgrown” in the traditional sense. However, with appropriate interventions and support, individuals with dyslexia can learn strategies to manage their difficulties effectively and achieve success in various areas of life, including academics and career.

While the core challenges associated with dyslexia persist throughout a person’s life, early identification and intervention can make a significant difference in how dyslexia affects an individual’s development. Effective interventions can help dyslexic individuals improve their reading and writing skills, develop compensatory strategies, and build on their strengths.

Educational support and accommodations, such as specialised reading programs, audiobooks, speech-to-text technology, extended time for exams, and other tools, can level the playing field for individuals with dyslexia, allowing them to fully participate in educational and professional settings.

It’s essential to understand that dyslexia is not indicative of an individual’s intelligence or potential. Many individuals with dyslexia have excelled in various fields, including arts, sciences, business, and sports, demonstrating that dyslexia does not define their abilities or limit their achievements.

It’s a common misconception that dyslexic individuals “see” words and letters differently or in a jumbled manner. Dyslexia is not a visual problem; instead, it is a language-based learning disability that affects the way the brain processes and interprets language, particularly written language.

When reading, dyslexic individuals may experience difficulties in accurately and fluently recognising words and understanding their meaning. This can lead to challenges in reading comprehension, spelling, and writing. Some common experiences and difficulties that dyslexic individuals may encounter when reading include:

1. Difficulty in decoding words: Dyslexic individuals may struggle to connect letters to their corresponding sounds, which makes it harder for them to read unfamiliar words.
2. Letter and word reversals: While dyslexia is not caused by seeing letters or words in reverse, some individuals with dyslexia may occasionally make letter or word reversals when reading and writing.
3. Poor reading fluency: Dyslexia can lead to slow and laborious reading, as individuals may need more time to process and understand the text.
4. Challenges with spelling: Dyslexic individuals may have difficulty spelling words correctly, as they might find it hard to remember the correct sequence of letters in words.
5. Problems with word recall: Dyslexia can affect the ability to recall and recognise commonly used words, even if they have encountered them before.

It’s important to emphasise that dyslexic individuals do not have visual impairments or see things differently from others. Instead, their reading challenges arise from differences in the way their brains process and interpret written language. Early identification and appropriate interventions can significantly help dyslexic individuals to overcome these challenges and develop effective reading and learning strategies.

Traumatic brain injuries (TBI), strokes, and concussions can indeed lead to acquired dyslexia or Trauma Dyslexia. In these cases, dyslexic symptoms develop after the injury or trauma occurs, rather than being present from a young age like developmental dyslexia.

Trauma Dyslexia can result from damage to specific areas of the brain responsible for language processing and reading. Depending on the location and extent of the brain injury, individuals may experience difficulties with reading, writing, and language comprehension.

Traumatic brain injuries (TBI), strokes, and concussions can indeed lead to acquired dyslexia or Trauma Dyslexia. In these cases, dyslexic symptoms develop after the injury or trauma occurs, rather than being present from a young age like developmental dyslexia.

Trauma Dyslexia can result from damage to specific areas of the brain responsible for language processing and reading. Depending on the location and extent of the brain injury, individuals may experience difficulties with reading, writing, and language comprehension.

Traumatic brain injuries (TBI), strokes, and concussions can indeed lead to acquired dyslexia or Trauma Dyslexia. In these cases, dyslexic symptoms develop after the injury or trauma occurs, rather than being present from a young age like developmental dyslexia.

Trauma Dyslexia can result from damage to specific areas of the brain responsible for language processing and reading. Depending on the location and extent of the brain injury, individuals may experience difficulties with reading, writing, and language comprehension.

Yes, it is possible for dyslexia to be acquired or developed later in life, although it is relatively rare compared to developmental dyslexia. Acquired dyslexia is also known as “Trauma Dyslexia” or “Alexia” and can occur as a result of brain injury, stroke, or other neurological conditions that affect the brain’s language and reading centers.

Some common causes of acquired dyslexia include:

1. Traumatic Brain Injury (TBI): Severe head injuries resulting from accidents, falls, or other traumatic incidents can lead to dyslexic symptoms if the brain areas responsible for language processing and reading are affected.
2. Stroke: A stroke can cause damage to specific areas of the brain, leading to acquired dyslexia. Depending on the location of the stroke, individuals may experience reading and language difficulties.
3. Brain Tumors: Tumors in regions of the brain involved in language and reading can lead to acquired dyslexia.
4. Neurological Conditions: Certain neurological conditions, such as dementia, multiple sclerosis, and encephalitis, can result in acquired dyslexia due to their impact on brain function.

Acquired dyslexia can manifest differently from developmental dyslexia, as the brain injury or condition may selectively affect specific reading and language skills. For instance, individuals with acquired dyslexia may have more pronounced difficulties with comprehension or decoding, depending on the affected brain areas.

Since acquired dyslexia is a result of brain injury or neurological conditions, the presence of a medical cause distinguishes it from developmental dyslexia, which is a lifelong neurodevelopmental learning disability.

If an adult experiences sudden-onset difficulties with reading or language after a head injury, stroke, or neurological event, seeking a comprehensive evaluation from medical and educational professionals is crucial for accurate diagnosis and appropriate support and intervention.