Literacy Support

Literacy Support

Children and Young People with Specific Learning Difficulties can have difficulties with some or all aspects of literacy. Not all difficulties with literacy are dyslexic difficulties and Yes@ Areté Learning Trust recommends a structured approach to observations and assessments to identify the key reasons behind a literacy difficulty.

The Rose Review (2009) gave the definition of dyslexia as a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. Dyslexia is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Visual perception is our ability to process and organize visual information from the environment. ... Children with visual perceptual problems may be diagnosed with a visual processing disorder. They may be able to easily read an eye chart (acuity) but have difficulty organizing and making sense of visual information. Visual perception is our ability to organise and process visual information. Visual Perception Difficulties can impact on a student’s reading, writing and maths skills.

People with Mearles-Irlen Syndrome (visual stress) may or may not also have other specific learning difficulties. Signs that a student may have some visual stress difficulties include:

  • Rubbing eyes, staring (to hold words), excessive blinking, sore or watery eyes
  • Tiredness and poor attention span
  • Looking away from the page, or moving and changing position frequently
  • Poor comprehension of text
  • Losing place or missing out words/ lines when reading
  • Reading slowly without expression or meaning
  • Students with visual stress may experience one or all of the following:
  • Blurring of print
  • Movement of print
  • Pattern through text
  • Colours
  • Visual discomfort, nausea and headaches