Children learn at varying speeds and each child will have their own profile of strengths and developmental needs.

Dyslexia is also known as reading disorder, is characterized by trouble with reading despite normal intelligence. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. 

There are a variety of indicators that might point to dyslexia. 

General indicators of dyslexia include:

  • being able to talk about what what is being learnt more easily than reading or writing about it
  • persistent spelling difficulties despite appropriate efforts
  • appearing to have a poor concentration span, or being forgetful and/or disorganised
  • difficulty with telling the time, and learning multiplication tables
  • having short-term memory problems, and difficulties with sequencing e.g. following/giving instructions, directions, etc.

Our policy on dyslexia aims to ensure consistency in the key areas of terminology, identification, roles and responsibilities and strategies for meeting the needs of children and young people with dyslexia.

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