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  • Please find attached the draft Dyslexia Guidance (2012) document to be read in conjunction with the draft Dyslexia Policy (2012). These documents are to replace the existing Policy and Strategy Statement on Children with Dyslexic Difficulties (2002). If you would like to make any comments on the draft Dyslexia Policy or Guidance documents, please send them to Joyce Monroe, Senior Educational Psychologist, Department for Education and Children, by Friday May 11th 2012.

    Joyce Monroe Senior Educational Psychologist

    Department for Education and Children Hamilton House

    Peel Road Douglas

    Isle of Man IM1 5EZ


    Tel.: +(44) 1624 686084 Fax: +(44) 1624 686633

    Consultation closing date: Friday 11th May 2012


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    Dyslexia Guidance

    Department of Education and Children Rheynn Ynsee as Paitchyn

    March 2012

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    A Checklist of early characteristics that may indicate dyslexia


    B Checklist of school-age indicators of dyslexia


    C Graduated Response


    D Grid 5: Cognition and Learning 9

    E Strategies to support the pre-school child


    F Strategies to support the school-age student


    G* Resources


    * In order to reflect the most up-to-date information available about resources,

    Section G will be updated regularly, and may be viewed and/or downloaded

    from the Special Needs Wiki. Any changes to this document will be

    highlighted in yellow to make them easier to locate.

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    Section A Checklist of early characteristics that may* indicate dyslexia

    *Words of caution:

    The characteristics listed below will be present, to some extent, in all very young

    children because skills develop at different rates in different children. It is important

    not to read too much into the observations other than to give an indication of areas

    that may benefit from some additional support. Strategies to help the development

    of these areas may be found in Section E.

    1. Family history of dyslexia

    2. Speech and language:

    Slow speech development.

    Word finding difficulties.

    Word mispronunciation e.g. ambliance for ambulance, pasghetti for


    Jumbling words.

    Difficulties finding words that rhyme.

    Difficulties finding words that start with the same letter, e.g. pretty Polly

    picked a .

    3. Auditory processing:

    Difficulties following a rhythm, e.g. in clapping games.

    Difficulties remembering and following instructions, particularly if there is

    more than one part to the instruction, e.g. go and get teddy and put him in

    the basket.

    Difficulties learning nursery rhymes.

    Difficulties remembering sequences, e.g. days of the week, months of the


    Unable to remember own birthday, address or phone number.

    4. Sequencing:

    Difficulties fastening buttons, learning to tie laces.

    Difficulties learning to dress, i.e. the order in which the clothes have to be

    put on.

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    Difficulties sorting beads by shapes.

    Putting shoes on the wrong foot.

    Difficulties turning taps on and off because of not remembering which way

    they have to be turned.

    5. Motor skills:

    Difficulties learning to use scissors.

    Difficulties learning to hold a pencil correctly, and may continue to hold it


    Difficulties maintaining balance (especially when blindfolded), e.g. standing

    on one foot.

    Clumsiness, e.g. difficulties skipping, hopping, throwing or catching a ball.

    Difficulties learning to ride a bike.

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    Section B Checklist of school-age indicators of dyslexia

    1. Family history of dyslexia

    2. Development of reading skills:

    Difficulty learning to recognise words.

    Particular difficulty learning to recognise small prepositions, such as to, by,

    so, of, and often omitting these words when reading.

    Struggle to learn phonics.

    Difficulty using phonics to help decode unfamiliar words.

    Poor use of context in reading.

    Difficulty retelling what s/he has read.

    Confusing words that have similar structure, e.g. reading sheep as sleep,

    useless as unless, casual and causal.

    Dislike of reading.

    Reluctance to read for enjoyment, even when the student has age-

    appropriate reading skills.

    Difficulty interpreting written questions, and a discrepancy between his/her

    ability to answer a written question, and when the question is read out.

    Verbal/comprehension/intellectual skills considerably in advance of reading


    3. Development of writing skills:

    Difficulties learning to spell; not picking up on patterns or rules of spelling.

    Able to learn spellings one night, but forgetting them by the following day.

    Inconsistent spelling; spelling the same word differently throughout the same

    sentence or same piece of work.

    Bizarre spellings.

    Poor handwriting: poorly formed letters, uneven size, uneven spacing,

    inconsistent placement on the lines.

    Mixing capitals and lower-case letters.

    Poor punctuation.

    Lack of quality and quantity in written work.

    Verbal/comprehension/imagination/intellectual skills considerably in advance

    of writing skills.

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    Very slow speed of handwriting.

    Very quick speed of handwriting (and often difficult to read) in the older


    Finds it difficult to read back his/her own handwriting, and interpret questions

    based on his/her own writing.

    4. Working memory deficit:

    Difficulty remembering what day of the week it is.

    Difficulty understanding the concept of yesterday/today/tomorrow.

    Difficulty with sequencing tasks: the alphabet, days of the week, months of

    the year, multiplication tables.

    Finds simple mental arithmetic very difficult.

    Difficulty remembering timetable requirements, e.g. where s/he should be, or

    what equipment is required on which day of the week.

    Forgets what homework requirements are, or forgets to do homework.

    Unable to remember words and phrases that are dictated.

    Very slow to copy from the board.

    Difficulty remembering instructions given verbally, particularly if they have

    more than one part.

    NB: When difficulties are first noted, the teacher/SENCo should ensure that

    the student has had a recent hearing test to rule out the possibility that

    delay/difficulty is the result of a hearing deficit, and a recent eyesight test to

    rule out the possibility of any visual problems.

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    Section C Graduated Response

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    Section D Grid 5: Cognition & Learning

    Assessments Teacher based assessment RAP based assessment

    Teacher observations - discrepancy between verbal and written Dyslexia checklist PM Benchmark (Decoding/Comprehension) Letters & Sounds Writing assessments Parallel Spelling Test

    GL Assessment - Dyslexia Screener (online) Lucid LASS - 8-11 years (available on sen assessment laptop) Lucid RAPID - 4-11 years (available on sen assessment laptop) Lucid ABILITY 4-11 years (available on sen assessment laptop) Phonological Assessment Battery (PhAB) Smart Cat Learning - 4-8 years (online) www.smartcatlearning.com

    Interventions ICT Resources

    Ten Thumbs (CD) www.tenthumbstyping.com BBC Dance Mat (online) www.bbc.co.uk/schools/typing Text to speech - (go to system preferences - speech) Sound Studio Audio books above decoding level Kidspiration -mindmapping Dragon Dictate www.dyslexic.com Nessy Games Player (CD) www.nessy.com Nessy Learning programme (CD/downloadable) www.nessy.com Word Shark (CD) www.wordshark.com

    Dyslexia friendly environment & access strategies (pastel paper, reading rulers, limited copying off the board, visual strategies (Read Write Inc/Jolly Phonics) and coloured overlays etc. Use different ways of recording composition Join a guided reading group above decoding level/listen to audio

    books Active Literacy (ALK) Yes We Can Read www.yeswecanread.co.uk Five Minute Box www.fiveminutebox.co.uk Mind-Mapping HFW flashcards (for those with a good visual memory)

    ipad applications Reference

    Dragon Dictate Dyslexia Quest Hairy Letters Hairy Phonics (due out this spring 2012) What is dyslexia?

    Removing Dyslexia as a Barrier to Achievement Neil MacKay




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    Section E Strategies to support the child at pre-school

    To encourage the development of speech and language:

    Play rhyming games, for example, make up nonsense words that rhyme with

    a real word, such as happy, clappy, dappy, nappy, mappy, sappy etc.

    Learning nursery rhymes.

    Playing games of snap with rhyming pairs of picture cards.

    Making up alliterative sentences, such as Pretty Polly Perched on the Plastic

    Pram, or Bertie Banana Bent the Branch and