2.1 Identifying Dyslexic Thinking

Some educators are nervous to label a child as dyslexic. But this is a mistake.

Identification is vital for a child’s self-understanding.

Four in five dyslexics say that knowing they had dyslexia at school helped them develop the perseverance and resilience needed to succeed.

Dyslexia is often identified by challenges with reading and learning. But if we know what to look for, we can spot dyslexia by strengths too.

What to look for:

• A spiky profile.

• A mismatch in capability and work produced.

• Often able to explain ideas verbally but struggle to get them down on paper.

• Children who struggle to keep up with increasing workload.

• Children who are experts in certain areas, not across the board.

• Poor spelling.

   Identifying Dyslexic Thinking

Timing: 8 minutes

In this video, Kate explains you can spot dyslexia by its strengths – as well as the challenges.

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Transcript

KATE GRIGGS

Some educators are nervous to label a child as dyslexic, but this is a mistake. The label is vital for our own self-understanding. At school, we feel like square pegs in round holes. And a label gives us a reason for our struggles. And it helps us understand our strengths.

In fact, four in five dyslexics say that knowing they were dyslexic at school helped them to develop the perseverance and resilience needed to succeed. And what's more, our skills are now recognised as valuable in the workplace. So they shouldn't be overlooked in education.

Dyslexia is usually identified when kids show signs of challenges with reading and learning. But if we know what to look for, we can spot dyslexics by their strengths too. We know that the earlier dyslexia is spotted and supported, the sooner dyslexic kids grasp reading and catch up with their peers. The same can be said for their dyslexic thinking skills too. The sooner we spot them, the sooner we can nurture them.

Here are five things to look for in the classroom or at home. One, a spiky profile, being extremely good at some things, often in the top percentile, but really struggling with others, often in the lowest percentile. Two, a mismatch in what a child seems capable of and the work they produce is also a strong indicator of dyslexia. So bright kids with lots of ideas who just don't seem to translate this into their work.

Three, not all dyslexics struggled to learn to read. With good phonics instruction, some grasp early reading. But watch out for the kids who struggle to keep up as the workload increases.

Four, look out for the kids who are real experts in areas that they're passionate about or who have a real skill in certain areas but that's not following through across the board. Five, poor spelling. This is a huge marker for dyslexia. Dyslexic thinkers have brilliant ideas. But their work is let down by poor spelling, grammar, and punctuation. Let's hear some more from Josh Clarke.

JOSH CLARKE

As teachers, we only want to support our students. And because of that, sometimes we can be reluctant to talk about a student being dyslexic or to label them as dyslexic. But the truth is, it's an empowering opportunity.

When a student is struggling in school, they know it. They are well aware that other students might be having an easy time for something that for them is incredibly difficult. So the best way to help them is give them the appropriate narrative. Give them the appropriate story to understand, guess what, you're dyslexic. And that means some things might be kind of hard for you, but other things might come very easily to you.

When we help a student identify what I'm good at and where I struggle, ultimately, we're investing in their self-esteem. It helps them understand who they are as a learner. It helps them build perseverance so when they struggle in certain areas, they have a better understanding of why. And they can also see where they excel and can find that balance as a thinker and as a learner, which is so important to their overall self-image and self-esteem.

End transcript

 

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