Dyslexia Facts, Information and Help
What is dyslexia?
Dyslexia in the general population is estimated to affect four people in every hundred seriously. A survey of the UK Higher Education Sector in 1999 (Singleton 1999) found that on average, 2.6% of students in Higher Education were dyslexic, but only 1.5% of students entering Higher Education declared they were dyslexic when they applied for a course. That means that 43% of all dyslexic students were found to be dyslexic after they had started their course.
Here are a number of common statements about dyslexia. Do you think they are true or false?
- If you're dyslexic you can't read.
- If you're dyslexic you mix up right and left.
- If you're dyslexic you can't spell.
- If you're dyslexic you can't write clearly.
- There's no such thing as dyslexia - it's just and excuse for people who can't be bothered to learn to read or spell properly.
- If you're dyslexic you can't do maths.
- If you're dyslexic you're stupid.
- If you're dyslexic you'll grow out of it.
- If you're dyslexic there's nothing you can do about it.
What did you think?
Here are our answers:
- False - some dyslexics can read very well.
- False - some dyslexics don't have any problems at all with telling right from left.
- True - all dyslexics have some difficulty with spelling although for some, the difficulty may be so slight that they have learned to overcome it most of the time.
- False - many dyslexics have beautiful handwriting.
- False - an uninformed attitude that doesn't help anybody.
- False - dyslexics are often good at the abstract reasoning required for mathematics, but arithmetic can be a problem area. Difficulties can arise in memorising tables, reading numbers the wrong way round or remembering the sequence of processes.
- False - dyslexia is found in people of all ability levels.
- False - whatever the cause of dyslexia, you never grow out of it, but many people do learn strategies that allow them to overcome the difficulties they experience because of their dyslexia.
- False - you can't make dyslexia go away, but you can find ways around the difficulties it creates.
Okay, so what is dyslexia?
Dyslexia is a word we use to describe a condition that can give rise to a wide range of difficulties which interfere with the acquisition, processing and communication of information, both verbal and written.
Dyslexia is rather like the flu, you can experience one or more of a variety of symptoms and the symptoms can vary widely in severity. Unfortunately, unlike the flu, dyslexia doesn't go away and there are no pills you can take to make the symptoms better. Sometimes the description Specific Learning Disability (SpLD) is used instead of dyslexia.
Causes
Dyslexia can have a number of causes, but the most common is probably heredity-it 'runs in the family'. Dyslexia can occur because of brain injury but this is very rare.
The most likely reason for the commonest dyslexic difficulties is now thought to be a different pattern of organisation in the brain which results in slower and possibly poorer processing of sound.
This difference in the organisation of the brain may also result in more holistic ways of thinking. These can lead to unusual and creative ways of thinking and problem-solving and are often thought of as a gift once the person is aware of them.
Common areas of difficulty
Difficulties with reading and writing.
Dyslexics frequently have difficulties with reading and writing. Spelling can be particularly frustrating: the same word can be corrected then written wrongly in the next sentence. Letters may be confused or reversed e.g. b/d/p/q or u/n. Letters may be missed out, particularly at the end of words. Extra letters are sometimes put in.
Difficulties with speech.
Dyslexics may also experience problems with speech, jumbling up words, putting in sounds or missing out some sounds. These phonological (sound) problems contribute to difficulties in reading and spelling.
Difficulties with arithmetic.
Arithmetic is often a problem area because of the need to use short term memory when carrying out calculations and remembering things like times tables. At the same time, in the same individual, mathematics, which depends on abstract reasoning, can be an area of strength.
Associated Difficulties
Poor memory.
People who are dyslexic often have a poor short term memory for things they are told (auditory memory) or for things they see (visual memory). It can help to write down a list or read it aloud.
Intrusive memory.
Although poor memory is often a problem, once something has been memorised, it can often be difficult to put it out of mind in order to learn something new. As a result, old ideas can keep interrupting the learning of new material. This makes learning slow and difficult.
Right / left confusion.
A dyslexic person will often confuse right and left and find it difficult to find and remember their way around strange places. Map reading can be difficult.
Poor co-ordination.
People who are dyslexic often have poor co-ordination, poor fine motor control and poor hand-eye co-ordination, which can make them clumsy. These make games like tennis and basket-ball difficult, learning to ride a bike can take a long time, and they can also lead to poor hand-writing.
The Experience of Dyslexia.
Individuals with dyslexia often concentrate harder and try harder than their peers to achieve results which may be dismissed by others as careless or poorly presented. Exhaustion and frustration are daily experiences.
Being 'different' at school, with or without a diagnosis of dyslexia often leads to a loss of self-confidence, social isolation and bullying. As a result the child or young person may have difficulty acquiring social skills and may suffer from poor self-esteem or even depression. These problems may disappear with maturity, but often their shadow lingers on into adult life. Skilled professional help can be useful in overcoming them.
Discovering at a relatively late stage in life that you are dyslexic can be a shattering experience or a great relief. The response depends on the individual. Many people run through a huge range of emotions from delight to rage and back again in a roller-coaster which can last for some time. During this period it is very important to have access to sympathetic, trained support.
The University of the West of Scotland employs a Dyslexia Support Tutor, Enabling Support Advisors and Counsellors. They are all available to give support when it is needed.
I Think I Might Be Dyslexic. How Can I Find Out?
If you think you might be dyslexic contact:
Enabling Support Team
Tel: 0141 848 3518
or
e-mail: enablingsupport.paisley@uws.ac.uk to make an appointment. All contact is strictly confidential.
Yes, No, Unsure?
Some other pointers:
- Learning to ride a bike was difficult.
- Ball games were/ are not my strong point I find it hard to remember verbal instructions.
- I was slow learning to read.
- I needed extra help with reading.
- My reading is still slower than average.
- I have to read something several times to make sure I have got it right I reversed (still reverse) letters like b /d.
- I print in capitals or use capital B and D to avoid letter confusions.
- My handwriting was / is poor.
- I had / have problems with spelling.
- I find it easier to talk about an idea than write about it.
- Organising my ideas for written answers is difficult.
- I sometimes mix up words when I am talking.
- Other people in my family have the same sort of difficulties.
What Will Happen If I Am Dyslexic?
If you want to follow up on this information, an initial appointment will be arranged for you with a Enabling Support Adviser in Dyslexia. The Adviser will talk to you about dyslexia and your own case in particular.
They will be able to tell you about a variety of techniques and technological aids that may help you. They will also tell you about other forms of assistance ranging from extended library loans through special examination arrangements to grants for specialist support.
Any contact you have with Enabling Support is completely confidential starting from the initial phone call or visit.
If you do not have an up-to-date assessment or have never been assessed for dyslexia, you may want to consider being assessed for dyslexia. You will be able to discuss the pros and cons of testing and what is involved with the Enabling Support team.
Assessment for dyslexia is carried out by an educational psychologist using standardised tests. The results are explained to you, there is no secrecy, but there is total confidentiality. If you wish, the only people who will know the results are yourself and the psychologist.
Special Support Measures
However, should you require special support measures such as extra time in exams, or a Disabled Students Allowance to help you purchase special equipment or personal support, you would have to share the results with the Enabling Support team to allow them to help you effectively.
If you decide you want special support you would meet again with a Enabling Support Adviser in Dyslexia who would discuss the outcome of your assessment with you and the sort of support you might find useful. A list of helpful strategies can be compiled which you can share with your lecturers so that they can work with you effectively.
If you are entitled to a Disabled Students' Allowance to fund special support a Enabling Support Adviser in Dyslexia would help you submit an application.
The Enabling Support team will offer you on-going support for the rest of your university career.
Reference: Singleton, C.H. (Chair) (1999) Dyslexia in Higher Education: Policy, Provision and Practice. Report of the National Working Party on Dyslexia in Higher Education.