AEN Information Sheet Two: Specific Learning Difficulties
What are specific learning difficulties?
A specific learning difficulty is neurologically based and causes problems
with managing verbal codes in memory. This hinders the learning of literacy skills, and can affect other
symbolic systems such as musical notation and mathematics.
(Dyslexia Institute 1999)
Specific learning difficulties (SpLD) include dyslexia, dyscalculia
and dyspraxia. One key indicator of SpLD is the disparity between a child’s chronological age
and their reading age; i.e. a reading age of two years or more below their chronological age, and in
relation to their average, or above average ability.
What is dyslexia?
Dyslexia is difficulty with words and acquiring literacy skills. Dyslexia
can be inherited or acquired through illness or accident. More boys than girls have dyslexia. Dyslexics
have both sides of the brain equally developed, instead of the left side of the brain being more developed,
which deals with processing speech and language. Dyslexia affects children of all abilities.
Features of dyslexia
Children with dyslexia:
- reverse letters and words
- use bizarre spellings
- have poor reading skills: slow rate or omitting or misreading words
- have poor letter/word recognition
- have poor memory
- have difficulty copying from the board
- have left and right confusion
- have poor organisational skills
- have difficulty sequencing ideas on paper, or committing ideas to paper
- have poor concentration and difficulty listening
- experience fatigue and frustration in learning
- have untidy written work and poor handwriting
- have oral skills better than their written language
- have difficulty with musical notation.
Improving
curriculum access for dyslexic pupils
- Break down tasks, information and instructions into smaller parts.
- Ensure that differentiated work matches reading level and is age appropriate.
- Display key words/subject vocabulary on classroom walls, and provide word banks.
- Provide photocopied notes, and highlight or underline key words and phrases in the text.
- Allow alternative methods of recording, e.g. computer, verbal response, graphical representation,
scribe.
- Give extra time for completing written tasks at home and in class.
- Provide support for writing, e.g. writing frames, grids, flow diagrams, brainstorming,
model/demonstrate.
- Write homework down for pupils and repeat instructions.
- Make use of rhymes, acronyms or visual methods to aid memory.
- Mark work on content rather than on spelling.
Additional Educational Needs: