OHT 1'1

1
OHT 1.1

• What is Dyslexia?

2
OHT 1.2

• Some Characteristics of Dyslexia
• Sub-Types of Dyslexia
• Mainly auditory processing difficulties
• Problems in
• i) Discrimination of speech sounds
• ii) Sound blending
• iii) Naming
• iv) Auditory sequencing
• Serial memory (auditory)
• Pupils difficulties are centred in processing
  any information
• via the auditory mode
• Mainly visual processing difficulties
• Problems in
• i) Discrimination of size and form of letters,
  numbers

3
OHT 1.3
Other Characteristics include Organisation
Memory Reading Time Direction Se
quencing Self-esteem Adapted from
Dyslexia, Literacy and Psychological Assessment,
(1999), Report by a Working Party of the Division
of Educational and Child Psychology of the
British Psychological Society, Leicester BPS
4
OHT 1.4
Brain
Environment
Cognition
Performance / Behaviour
5
OHT 1.5
Basic Causal Model (2)
ENVIRONMENT  Teaching / Learning
Styles Teacher / Parental Attitudes English
Orthography
BRAIN Genetic Difference
Brain Difference Speech Motor
Specific Areas Difficulties
in Visual
System COGNITION Poor skill
Automatisation Processing Phonological
Processing Difficulty Short-Term Memory
Difficulties Grapho-Phonic System not
learned (grapheme phoneme
correspondence not secure)PERFORMANCE /
BEHAVIOUR Difficulty with Phonological
Tasks, e.g. rhyme Difficulty learning to
read Memory Problems Visual Perception
Problems Balance Problems Information
Processing Difficulties Problems with
Analysing Words and Manipulating Sound
Problems with naming (e.g. words, pictures,
numbers, letters.
Adapted from Dyslexia, Literacy and Psychological
Assessment, (1999), Report by a Working Party of
the Division of Educational and Child Psychology
of the British Psychological Society, Leicester
BPS
6
OHT 1.6
Building a Profile of Dyslexia Teachers can
gather a range of information to profile
strengths and areas of difficulties from the
pupils performance in curriculum activities and
assessments (formal and informal) formal
cognitive assessment procedures phonological
assessment checklists / questionnaires
involving a range of sources of
information See Handout 1.8 for examples