[senco-forum] (no subject)

I am qualified to assess children for dyslexia, so when we have had
children presenting writing similar to this, together with the other
things you mention, I have always done an assessment, if only to exclude
the possibility of dyslexia before considering other specific
difficulties.

However the problems with literacy present themselves, my first suggestion
is that the child has an eye test and a hearing test: sometimes the
problem is as simple as being unable to see or hear clearly.  If
difficulties persist after sight/hearing is fine, we then pursue any areas
of difficulty highlighted in the dyslexia test, even if the result did not
give a clear indication of dyslexic tendencies.  In any case, using
multisensory and other teaching strategies recommended for dyslexics will
help most children with difficulties.

Hope this is of some use.

Jean Dowding

S Wales

 I would appreciate any comments on this piece of writing, please!
>
> Boy, 6y 6m, well taught and supported at home.
> Average verbal and high-average non-verbal reasoning, good auditory
> memory,
> inconsistent phonological awareness (possibly ameliorated through
> support),
> lots of letter reversals and other orientation difficulties.  Other signs
> of
> possible visual processing difficulties as well, yet to be investigated.
>
> “v    cat w      t   v   b   . a.   sid      o   v    rab       a    bo
> p   leg  a.    w     t   v    hosptl”
> (the cat went to the bin and slipped on the rubbish and broke his leg and
> went to the hospital)
>
> The original did not have any spaces, but I have attempted to show the
> correspondence between what he said and what he wrote. The "v" for "the"
> reflects his speech.
>
> I am aware that the single letter representation of words is a stage, but
> am
> puzzling over the different levels of segmenting/sound representation.
>
> Many thanks, Sarah
>
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