Living with Dyslexia in Malaysia

Handy tips for parents

Handy   Hints  for  Parents /

Teachers

  

General

  • Speed  of  processing:  spoken  and/or written language  slow
  • Poor  concentration
  • Has  difficulty  following  directions
  • Forgetful  of  words

    Reading

  • Makes poor reading progress, especially using look-and-say methods
  • Finds it difficult to blend letters together
  • Has difficulty in establishing syllable division or knowing the beginnings and endings of words
  • No expression in reading: comprehension poor
  • Is hesitant and laboured in reading, especially when reading aloud
  • Misses out words when reading, or adds extra words
  • Fails to recognize familiar words
  • Loses the point of a story being read or written
  • Has difficulty in picking out the most important points from a passage

     Written Work

  • Has a poor standard of written work compared with oral ability
  • Produces messy work with many crossings-out and words tried several times: eg. Wippe, wype, wiep, wipe
  • Is persistently confused by letters which look similar, particularly b/d, p/g, p/q, n/u, m/w
  • Has poor handwriting, with many ‘reversals’ and badly formed letters
  • Makes anagrams of words, eg. Tired for tried, breaded for bearded
  • Produces phonetic and bizarre spelling, not age/ability appropriate
  • Uses unusual sequences of letters or words

    Numeracy

  • Shows confusion with number order, eg. units, tens, hundreds
  • Is confused by symbols, such as + and x signs
  • Has difficulty remembering anything in a sequential order, eg. tables, days of the week, the alphabet

    Time

  • Has difficulty in learning to tell the time
  • Shows poor time keeping and general awareness
  • Has poor personal organization
  • Has difficulty in remembering what day of the week it is, his birth date, month of the year
  • Difficulty with concepts – yesterday, today, tomorrow

    Skills

  • Has poor motor skills, leading to weaknesses in the speed, control and accuracy of the pencil
  • Has a limited understanding of non-verbal communication
  • Is confused by the difference between left and right, up and down, east and west
  • Has indeterminate hand preference
  • Performs unevenly from day to day

    Behaviour

  • Employs work avoidance tactics, such as sharpening pencils and looking for books
  • Seems to ‘dream’, does not seem to listen
  • Is easily distracted
  • Is the class clown, or is disruptive or withdrawn (these are often cries for help)
  • Is excessively tired, due to the amount of concentration and effort required

If a child has a cluster of these difficulties together with some abilities, he/she may be dyslexic

June 14, 2007 - Posted by | Persatuan Dyslexia

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