Help in school for child with dyslexia

[Laura0806]

Just wondering what your experiences are of this. My child in yr 3 has a diagnosis of dyslexia and a speech and language impairment. He is still however at the average level in the class, although could be doing better as illustarated by his general IQ which is above average (struggles with spelling, comprehension, story writing and sequencing in maths). The SENCO says that he is not entiteld to any help as the code of practice dictates than he is not actually struggling or something to that effect ( Im not au fait with the code of practice). However, I was just interested in other peoples experiences. if your child has dyslexia or another SEN but is still around the average level overall ( but with specific weaknesses), have they received any help?

If the parents want them to learn to read, they will be exposed to text at home. If the parents don't want them to learn to read that is completely different.

Off the top of my head i can think of 4 families I have come across actively opposed to it, although also quite a few children from families like that, where I don't know the whole family, just the child.

NB, that text does not have to be in English, research has shown that languages used at home make no difference at all to learning to read in English. It is a transferable skill

Some research suggests that transferability depends on whether the home language has an alphabetic or logographic script.

but any text is better than none!

I have taught in several challenging areas in a variety of different communities and have never met a parent who actively did not want their child to read. I have met parents who did not prioritize their child's education and did not provide support at home, but that it completely different.

As Rafa says with appropriate teaching methods, most children are able to learn to read with or without parental help and support.

But human brains do not have a predisposition for written language which is an artificial invention. It hasn't been around long enough for evolution to have caught up

mrz, but it is based on what the human brains can already expertly do, use language, read visual cues. it is easy. Not everyone with brain damage can learn to red, it depends on the area of the damage, but many severely brain damaged children can read with ease. it requires very little in terms of IQ, working memory, etc.

Mitzi, I don;t want to specify who or why. If you have come across people like this, you will recognise my reference, if not, lets just not bring names and things into it.

Charis if it was easy there wouldn't be so much heartache around it.
Being exposed to books and having parents and siblings who read does not guarantee that a "neurotypical" child will learn to read

yes it does, Mrz, if they attend school, and probably also if they don't.

Charis1 can I ask you to clarify? Are you saying that you believe that all children could teach themselves to read by just being exposed to books within the home?

No it doesn't Charis ... If it were that easy children and adults wouldn't have to work so hard

Reading is Rocket Science - Moats.pdf

I think so Mitzi. Which is going to lead us quite quickly into a territory where we start suggesting that children might be not neurotypical because they don't learn to read just through exposure to text. Especially if they come from nice homes with literate parents and plenty of books.

|mitzi, for a normal child, you can't stop them! I have known various people try, such as my sister, who wanted her children to learn another language first, and some education philosophies, who try to delay reading, with limited success.

In my career, over several decades, teaching SEN teens, i have known probably 5000 who could not read. 4950 were had earning difficulties ( although many children with Down's syndrome, or similar, are able to read with little difficulty, even if they may be late starters)

the other 50 were from families that banned literacy from their homes, and persuaded their children not to participate, or children who had been "home educated", etc or just not attended school.

Many children learn most reading at home, anyway

rafa, neurotypical is a word specifically used to mean not autistic.

I said neurologically normal, meaning no neurological deficiencies.

According to wiki

Neurotypical or NT, an abbreviation of neurologically typical, is a neologism originating in the autistic community as a label for people who are not on the autism spectrum.[1] However, the term eventually became used for anyone who does not have atypical neurology. In other words, this refers to anyone who does not have developmental disabilities such as autism, dyslexia, developmental coordination disorder, or ADD/ADHD. The term was later adopted by both the neurodiversity movement and the scientific community.[2][3][4] Neurotypical has been replaced by some with "allistic", or "nypical"[5] which has the same meaning as "neurotypical" did originally.[6

The definition has moved on as has our knowledge of how children learn to read

www.readingrockets.org/article/speaking-natural-reading-and-writing-are-not

www.reidlyon.com/edpolicy/4-WHY-READING-IS-NOT-A-NATURAL-PROCESS.pdf

www.childrenofthecode.org/library/refs/readingunnatural.htm#ReadingUnnaturalLyon

m.youtube.com/watch?v=FwVQnaymLIo

homepage.psy.utexas.edu/homepage/class/Psy338K/Gough/Chapter6/Learnread.PDF

I haven't heard that, Mitzi, I've just heard it used to mean not autistic.

mrz - I am horrified by the SATS regulations. Charis, p.13 JCQ regulations 2014-5: standardised scores are essential to prove persistent and significant difficulties. In fact, how else do you establish a cognitive profile?

You're horrified that children can have extra time or a scribe in the SATs if that's normal classroom support for them?

Not at all; what concerns me is placing all the responsibility for that decision onto teachers and Heads and only using "normal way of working" as your criteria base.