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Andrea is a qualified, Specialist Teacher (British Dyslexia Association (BDA) Accredited Teacher Status (ATS)) and holds an Assessment Practicing Certificate (APC) with the British Dyslexia Association (BDA).
Currently she can advise on the information gathering and screening prior to assessment and deliver teaching sessions and training.
Andrea is an Associate Member of the British Dyslexia Association (AMBDA) and a full PATOSS member
If you suspect a child may have Dyslexia please arrange for hearing and vision checks to be carried out first - the waiting lists can be long. Guidelines suggest it is unprofessional to diagnose if vision and hearing tests were more than 2 years ago as these are factors to consider.
If you suspect a child may have Dyslexia please arrange for hearing and vision checks to be carried out first - the waiting lists can be long. Guidelines suggest it is unprofessional to diagnose if vision and hearing tests were more than 2 years ago as these are factors to consider.
"Symptoms of eye problems are almost identical to SpLD"
In addition eye changes can occur quickly, like growth spurts.
E Beresford (14/5/21)
Free colour-blindness and binocular vision screens can be added to the free NHS eye-test at opticians (you may have to ask though) - it is wise to include these to rule out binocular issues.
Free colour-blindness and binocular vision screens can be added to the free NHS eye-test at opticians (you may have to ask though) - it is wise to include these to rule out binocular issues.
Hearing and auditory processing are different, as is vision and visual perception.
Hearing and auditory processing are different, as is vision and visual perception.
An optometrist can provide a wider assessment than a dispensing optician - often at an additional cost.
An optometrist can provide a wider assessment than a dispensing optician - often at an additional cost.
Behavioural optometrists specialise in paediatrics.
Behavioural optometrists specialise in paediatrics.
New Definition of Dyslexia by SASC (SpLD Assessment Standards Committee)
New Definition of Dyslexia by SASC (SpLD Assessment Standards Committee)
Patoss – the professional association of teachers of students with specific learning difficulties – is pleased to inform you that SASC have announced a long-awaited new definition of dyslexia. The following is the current, updated version following the SASC presentation on the new definition of dyslexia on 15th May 2024:
The correct version of the new definition of dyslexia is as follows:
Dyslexia is primarily a set of processing difficulties that affect the acquisition of reading and spelling.
In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.
Across languages and age groups, difficulties in reading and spelling fluency are a key marker of dyslexia.
The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.
The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e. in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.
Working memory, orthographic skills and processing speed problems can contribute to the impact of dyslexia and therefore should be assessed.
Dyslexia frequently co-occurs with one or more other developmental difficulty, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.
Apps
Handwriting app Magic Letters: https://www.educationalappstore.com/app/writing-magic-letters-kids-learn-to-write
Carroll and Breadmore (2017) found 25% of dyslexic learners in their study had undiagnosed hearing loss.
Glossary of common phonological terms (click to expand)
Glossary of common phonological terms (click to expand)
Blending – This is when the child says the sounds or phonemes and puts them together to make a word. This is reading. The child looks at the graphemes c/a/t and says each sound before saying the word. To begin with blending is slow as the child perhaps does not know their phoneme/grapheme correspondences too well. Once they get quicker at knowing what the graphemes represent then blending will be much quicker. Eventually blending will be so fast that they will be saying the sounds in their head then saying the word. Eventually reading will become automatic.
Blending – This is when the child says the sounds or phonemes and puts them together to make a word. This is reading. The child looks at the graphemes c/a/t and says each sound before saying the word. To begin with blending is slow as the child perhaps does not know their phoneme/grapheme correspondences too well. Once they get quicker at knowing what the graphemes represent then blending will be much quicker. Eventually blending will be so fast that they will be saying the sounds in their head then saying the word. Eventually reading will become automatic.
Consonant digraphs – This is when two consecutive consonants make one sound. Examples are sh, ch, th, wh, gn.
Consonant digraphs – This is when two consecutive consonants make one sound. Examples are sh, ch, th, wh, gn.
Grapheme – is all of the letters that represent a phoneme so ‘s’ is a grapheme and ‘ai’ is a grapheme.
Grapheme – is all of the letters that represent a phoneme so ‘s’ is a grapheme and ‘ai’ is a grapheme.
Phoneme – this is the smallest unit of sound that you can hear in a word. So the word c/a/t has 3 phonemes. The word s/n/a/p has 4 phonemes and the word r/ai/n has 3 phonemes. Two letters represent the /ai/ sound. In the word l/igh/t you can hear 3 phonemes. Three letters represent the /igh/ sound.
Phoneme – this is the smallest unit of sound that you can hear in a word. So the word c/a/t has 3 phonemes. The word s/n/a/p has 4 phonemes and the word r/ai/n has 3 phonemes. Two letters represent the /ai/ sound. In the word l/igh/t you can hear 3 phonemes. Three letters represent the /igh/ sound.
Phoneme/grapheme correspondences –knowing what the sound (phoneme) is when the child is shown the letters or letter combinations. So if you show the child ‘a’ they know the sound. If you show them ‘ai’ they know it makes the sound that you hear in the middle of ‘rain’.
Phoneme/grapheme correspondences –knowing what the sound (phoneme) is when the child is shown the letters or letter combinations. So if you show the child ‘a’ they know the sound. If you show them ‘ai’ they know it makes the sound that you hear in the middle of ‘rain’.
Segmenting – this is when the child breaks the word up into its different phonemes for spelling or writing. So if a child is given the word ‘cat’ then they know that the sounds they can hear are /c/ /a/ /t/ and if they know their phoneme/grapheme correspondences they know how to write the graphemes for those sounds.
Segmenting – this is when the child breaks the word up into its different phonemes for spelling or writing. So if a child is given the word ‘cat’ then they know that the sounds they can hear are /c/ /a/ /t/ and if they know their phoneme/grapheme correspondences they know how to write the graphemes for those sounds.
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