1/23/2024 0 Comments Dyslexia processing issues![]() ![]() What is this telling me? (Story, new ideas, history, instructions, memories, etc) The following instructions will help a struggling child practise their reading comprehension. To ensure what is being read is also understood, a number of processes may be introduced. Remaining questions can always be completed for homework, if they are essential.Įven when reading skills are at an average level, understanding of what is being read is often very poor in children with processing issues. Focus on understanding rather than speed. This will demonstrate that they are being listened to and reduce pressure and subsequent anxiety on them to complete the task. Out of ten questions, ask the child how many questions they feel they are able to complete. Remove time constraints and pressure for completion. Once the skills in the task have been mastered and the child is confident in their abilities, the level of difficulty can be increased. Use images that are visually stimulating or use content that reflects the child’s interests. Within the work, provide elements that will help the child focus. For example, if a class comprehension exercise has been set for completion within the lesson the following options will be helpful and supportive to the child: Supply a choice of two different levels of work which is still focused on learning the same elements as other work being done in the class. Was everything clear to me? If not, what do I need to do? Ask for help? How will I remember what is said? Notes, pictures, or doodles can help understanding.Įxpectations need to be managed for both the child and the adults involved to facilitate clear communication. Think about questions that I can ask to find out more. What can I do to ensure I understand what is being said? Write down “tricky words”, so I can find out their meaning later. Draw relevant doodles or notes to support understanding. What can I do to ensure I remember what is being said? Children should be able to answer to “What?” “Why?” “How?” style questions, enabling greater understanding. What can the teacher do to ensure I understand? Children can ask for a re-cap from the teacher to ensure understanding & clarify any confusion. Once these skills are practised enough, they will become a natural way of listening to understand, ensuring that children can more easily retain information that they are given.ĭo I understand what is being asked of me? If not, what can I do? Ask for help? What can I do to remind myself what needs to be done? Use pictures, doodles, or notes. To improve listening skills a number of processes can be introduced which will provide a foundation for listening in any scenario. How can we support children with slow processing?Ĭlarifying instructions & improving listening skills. Concentration issues, memory problems and reading difficulties can all contribute to poor self-esteem, as the individual may feel that they are not as intelligent as their peers. ![]() If a text is long and laborious, it may be difficult to maintain concentration without visuals or different styles to maintain interest. This may be due to a specific reading difficulties like dyslexia, but this is not always the case. ![]() This may be due to a number of factors relating to speech such as talking speed or vocabulary.Ĭhildren with processing issues often struggle with reading. The auditory system may be functioning perfectly, but children with processing issues often have trouble understanding what they hear. Planning is often compromised, as difficulty accessing the memory will cause problems when there is a need to remember rules, sequences, or formulas. Children will often have difficulty concentrating, which will affect memory and may give the impression that the child is not listening. Some children only have a couple of the signs of slow processing, while others will be severely impaired. What are the needs of a child with Slow Processing?Īs with all learning difficulties, each child is different. The child may then be given different work based on a need for dyslexia, which won’t address or support the main need. It often co-exists with other needs such as ADHD or dyslexia and is often not discovered in isolation, as traits can be misdiagnosed, often as dyslexia. Slow processing is a below average pace of absorbing and responding to information. In this article I hope to shed some light on what slow processing looks like and how you can help children get the resources they need. ![]() SEN Specialist Jacqui Strubel offers some guidance on helping children deal with processing issues.Īs a SENCO, I have noticed that while a lot of resources go to more well-known issues such as dyslexia and autism, the same cannot be said of the less “popular” special educational needs, such as dyscalculia, dysgraphia and particularly, processing issues. Preschooler boy reading book for elementary school ![]()
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