Category: dyslexia in adults
Seeking Assessment – brochures
Jun 04 2014- Patricia Fitzgerald
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Below please find our new brochures on dyslexia services for both children and adults.
High talents with corresponding vulnerabilities
High talents with corresponding vulnerabilities
Dyslexia in adults
May 04 2014- Patricia Fitzgerald
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Dyslexia in adults
Dyslexia as a learning difference persists into adulthood.
Recent years have produced greater understanding among educationalists of the opportunities and challenges of having dyslexia. However this leaves a great many older individuals who have went through an educational system believing they were ‘slow’, unintelligent’, ‘lazy’ and with a ringing in the ear of the phrase ‘must try harder’.
It is likely that the adult with dyslexia will have found many strategies to overcome everyday difficulties but may not be fully utilising their relative strengths. An in-depth assessment may also be the answer to understanding the reasons for 'not doing well at school'. A diagnosis can provide the explanation and the opportunity to discuss previous frustrations and misunderstandings.
Access arrangements for exam purposes or in the workplace may also be the motivating factors to initiate a full diagnostic assessment.
Questions to consider before seeking an assessment
- Do you often lose your place or miss out lines when reading?
- Do you often confuse visually similar words such as dig and dog?
- Do you have trouble distinguishing between left and right?
- Do you often get confused when given several instructions at once?
- Do you often reread text to understand the meaning?
- Do you regularly make mistakes when taking down messages?
- Do you struggle often to find the right word to say?
- Do you find it difficult to sound out words such as e-le-phant?
- Do you find it difficult to read aloud?
- Did you learn multiplication tables easily?
- Do you often think of creative solutions to problems?
What is Dyslexia?
Apr 19 2014- Patricia Fitzgerald
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Key Facts and characteristics.
Definition produced by the International Dyslexia Association (IDA)
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterised by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding difficulties. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
- Dyslexia is a specific rather than a generalised learning difficulty.
- Dyslexia is one of a family of related specific learning difficulties(SpLD’s) which have significant overlap and co-occurrence. The other SpLD’s include Dyspraxia, Dyscalculia and Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder.
- Weakness in Literacy is often the most visible sign of dyslexia. However, Dyslexia is an information processing difficulty which involves the way information is processed, stored and retrieved.
- Vulnerabilities in Phonological Awareness, verbal working memory and in an individual’s speed of processing are considered key indicators of dyslexia.
- Dyslexics can also display difficulties with personal organisation, time management, sequencing number or letter strings or events and direction. These are not by themselves markers of dyslexia.
- Dyslexia exists as a continuum, from mild to severe.
- Dyslexia has a hereditary basis: it tends to run in families. Children with at least one dyslexic parent are more likely to develop reading difficulties than other children.
- Advances in brain imaging reveal the different workings of the dyslexic reader compared to a typically developing reader.
- Dyslexia is not related to intelligence, though most dyslexics are at least of average intelligence, many reach a higher level.
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