Helping Children Cope with Dyslexia by Sally Raymond

Its thought that one child in ten has difficulties with reading, and there are different types of problem and differing degrees of severity. Parents are bound to worry if their children are having problems at school, but want to avoid making them anxious by transmitting this concern.

Sally Raymond understands the issues. She explains the different forms of dyslexia, and how to distinguish between them. She also provides a basis for making an effective action plan to tackle the problem.

Helping children cope with dyslexia is designed to equip parents with the information they need to discuss their child's difficulties with teachers and other professionals, and to get proper assessment and help. It offers support to allow parents boost their child's self-confidence, to prevent long-term learning difficulties. The book also suggests activities you can do at home, to make learning fun.

This new edition includes the latest information about the Code of Practice for schools.

Contents

Introduction

• Putting a face to dyslexia
• At home with dyslexia
• Reading matters
• Spelling issues
• Mathematical concerns
• Educational play
• Schooling concerns
• The wider world
• Memory matters
• Positive outlook
• Activities

Further reading
Useful addresses
Index

 Introduction

`Dyslexia' is no longer an unusual word. Most of us can even spell it. However, 100 years ago they were calling it 'word-blindness' and its symptoms were only just becoming recognized.

Discovering your child is dyslexic is not easy. First, the learning pattern of dyslexic children is not exclusive to them, and may only be subtly disordered; so it may take months, or even years, before their difficulty is identified. Second, while the term 'dyslexia' is familiar, the details of the condition and the variability of its characteristics are not. A lack of information can put parents at a loss to know the what's, whys and wherefores associated with the announcement that their child is dyslexic (or has a 'specific learning difficulty', as it is sometimes called).

A 'specific learning difficulty' means a problem with learning particular things. In the case of dyslexics, it refers to the specific difficulty these individuals have with reading, writing and often arithmetic. The term 'specific' is used because these individuals do not show poor learning ability when mastering other skills; but only those skills largely associated with the handling and storing of symbolic material.

'Dyslexia' means a difficulty with words or language. This includes speech, grammar, meaning and rhyme, which in turn all rely heavily on the memory processes of the mind to be manipulated effectively. Anything which involves remembering a sequence of events can be difficult for a dyslexic: reciting the alphabet, tying shoelaces, working out a maths sum. And as fine motor control is often slow to develop, poor manipulation of footballs, pencils and eating utensils are frequently observed too.

It is worth noting that educational and scientific experts in the field of dyslexia are still contesting each other's explanations of the condition. While it is now accepted that it exists, dyslexia is seen to be so different between individuals that no one has been able to give one finite definition, or a clear understanding of its causes, symptoms and effects. In addition, there may be other difficulties such as untidy penmanship, confusion between left and right, poor focus of attention and/or a difficulty following instructions. The diversity of symptoms may seem confusing to parents, but once they begin to understand the nature of their individual child, they will be better equipped to home it on their specific areas of difficulty and meet their individual needs. Some dyslexics are clumsy, others are not. Some can read but not spell. Others are (brilliant) mathematicians ...

This book begins by introducing six dyslexic children who display varying degrees and types of dyslexic difficulties. By observing these children individually, and then within their homes, the reader can begin to identify with their predicaments, recognizing the subtle - sometimes devastating — effect dyslexia can have on their lives.
As parents uncover and understand their child's dyslexia within the home, confusions can be replaced with positive support. Reading, spelling, mathematics and play can all be handled in a positive manner, reducing the conflicts dyslexic difficulties can often cause.

At school, there are procedures and jargon to be understood. By knowing their individual child and their specific needs, parents are better equipped to understand and support the school. Through educated cooperation, teachers, parents and pupils can work together at achieving the best for the individual child.

By Chapter 8, the reader will be familiar with dyslexic difficulties, and able to support their child's enjoyment of the outside world: completing the passage from confusion to confidence in the home, at school and in the largely non-dyslexic world around them.

Three more chapters complete the main body of the book: 'Memory matters', which looks at the underlying causes of dyslexia; 'A positive outlook', with a self-explanatory title; and 'Activities', which includes such things as 'telling the time', 'learning the rules of -ing' and 'common words'.

A book such as this can only introduce a subject as complex as dyslexia. An appendix of names and addresses is included to help parents extend their knowledge further. By watching the media, new explanations, theories and teaching methods can be followed and understood.

About the author
Sally Raymond has two children, the eldest of whom is dyslexic. She also has a dyslexic brother. Since achieving the Hornsby Diploma she has experienced the role of SENCO and special need's teacher, presented talks and workshops to staff rooms and local support groups and has written a number of books supporting the needs of dyslexic children. Supporting dyslexic pupils across the curriculum - Dragonfly worksheets (David Fulton 2001) is a resource book for schools. Fun times tales (Crossbow Education 2001) relates multiplication tables to stories and verse. Helping children cope with dyslexia has been updated (2002) to include changes to the new Code of Practice.