Monthly Dyslexia News Digest – October 2017

In the headlines

2 October 2017

Christopher Rossiter, Director of the Driver Youth Trust shares his thoughts on the state of dyslexia support in schools. He knows that many dyslexic children do get the necessary support in school that they are entitled to but he is also very aware of lack of funding in many local authorities where SEND provision is slipping away. He stresses the continued importance of Dyslexia Awareness Week in raising the issues for schools and teachers.

3 October 2017

The website has compiled a useful set of dos and don’ts for making websites more accessible for dyslexic readers. They state that website owners should make reasonable adjustments to their websites to make them more accessible and user-friendly. Recommendations include using sans serif fonts e.g. Arial, using icons on the page as visual signposts and using lists of information rather than dense sections of text.

4 October 2017

Aisling McGuire, Head of Learning Support in Belhaven School, Dunbar makes the case for using the teaching style adopted to teach dyslexic learners for everyone in the class.   She discusses 5 strategies that have application for all learners including breaking tasks down to facilitate comprehension and memory processes, repetition and teaching organisational skills in the classroom.

5 October 2017

Sarah Driver, Founder of the Driver Youth Trust has written an article for The TES for Dyslexia Awareness Week about how important it is for school leaders to take dyslexia seriously. She makes 5 recommendations including deciding to make special educational needs and disability (SEND) a priority within schools and to follow through on this by ring-fencing SEND funding. She also stresses the importance of workforce development by buying in specialists to train teachers and Sencos.


18 October 2017

French scientists Guy Ropars and Albert le Floch based at the University of Rennes have published their research theory that dyslexia is caused by physiological differences in dyslexic people’s eyes. They have discovered that the tiny light-receptor cells in the eyes of a dyslexic person are arranged in matching patterns in both eyes whereas in a non-dyslexic person the cells are arranged asymmetrically allowing the image from one eye to be dominant. In dyslexic people neither eye is dominant which leads them to make ‘mirror errors’ when reading. The researchers are testing an intervention technique using an LED light to erase the mirror image.





Monthly Dyslexia News Digest – September 2017

In the headlines

4 September 2017

Jamie Oliver has spoken about how he views his dyslexia as having played a strong role in his success. He feels it gives him a unique perspective on projects. He would like people’s reaction to a diagnosis of dyslexia in their child to be more positive.

15 September 2017

Josh Penn has created an animation using kinetic typography that communicates what it is like to have dyslexia. Being dyslexic himself he decided to create something to help others understand the condition as part of the final year of his degree in Graphic Design at the University of Creative Arts in Canterbury. The typography in the animation moves, spins and flickers. The work is receiving a lot of positive feedback from dyslexia charities, teachers and parents. See for yourself at the link listed.

19 September 2017

Gemma Corby, a SENCo at Hobart High School in Norfolk shares her advice for helping dyslexic children in the classroom. She details tips on choice of font to use for presentations and handouts, the use of colour backgrounds on PowerPoint presentations, layout tips like using bullet points and numbering information points and the benefit of using visuals too.

20 September 2017

12 year old Ryan Hamilton Black is featured in a new book called “Dyslexia is My Superpower (Most of the Time)” by Margaret Rooke. Ryan feels that being dyslexic has made him more creative and made him be an extra good listener. Margaret Rooke interviewed 100 children with dyslexia from all over the world to record how they felt the condition affected them in their lives. She wrote a blog for us back in October 2015 when she published her book “Creative, Successful, Dyslexic”.

20 September 2017

The organisation WebAIM has developed a visual simulation of dyslexia to help people understand the issues for dyslexic people. The letters on the screen are reversed, inverted, transposed and the spelling is inconsistent. WebAIM is a non-profit organisation based at the Center for Persons with Disabilities at Utah State University.   They help organisations to make their content accessible to people with disabilities. You can experience the simulation by clicking on the following link.

21 September 2017

Speech recognition solutions like Dragon from Nuance Communications use the human voice as the main interface between the user and the computer thus removing the barrier of the keyboard.   These systems have assistive qualities for dyslexics as they are easy to use and accurate. They also offer the ability to read text aloud which makes it easier to identify and correct errors.



Monthly Dyslexia News Digest – August 2017

In the headlines

1 August 2017

MS Word now has a Read Aloud feature using text-to-speech synthesis which is being reviewed as especially helpful for dyslexic readers. The software allows the user to change the speed of the voice. The new feature is available on the Insider version of Office 365.

2 August 2017

Researchers D. Brkic, J. B. Talcott, A. Hillebrand, S. Paracchini and C. Wilton are investigating one of the dyslexia candidate genes, specifically PCSK6 which may provide a molecular link between brain asymmetry, handedness and reading impairment. Their interim report on their findings so far is available at the following link.

3 August 2017

Rita Treacy who was diagnosed with dyslexia at 18 whilst training to be a Speech and Language Therapist has developed a software package called WordsWorth Learning developed from learning techniques that she used herself to help her studies at college. The result is a software package that is multi-sensory and allows each user to learn in a way that suits them best. It is for children from age 6 to adulthood and it can accelerate the acquisition of reading and spelling skills in all children, not just those with a specific learning difficulty.

22 August 2017

The charity Salvesen Mindroom Centre has developed a guide for student teachers throughout Scotland to help them support pupils with Additional Support Needs (ASN) including dyslexia in the classroom. The guide called “It Takes All Kinds of Minds” will be issued by the General Teaching Council for Scotland (GTCS) in response to the widely held view that trainee teachers are not taught enough about how to help pupils with ASN.


Monthly Dyslexia News Digest – July 2017

In the headlines

5 July 2017

The team at St John’s College, University of Oxford have held a thank you lunch for contributors to the UK Dyslexia Archive. The project was launched in November last year and seeks to trace the history of the learning difficulty. The researchers have begun to interview key figures in dyslexia research and to build and maintain an archive of dyslexia research papers. They intend to investigate the science of reading, the politics of dyslexia and people’s everyday experience of dyslexia. The project has its own website

17 July 2017

Adam Blumsum, 12 years old, has raised £1,200 to provide a bursary for another dyslexic child to get specialist educational help at Flexi-School Dyslexia. He himself attended the school for two years on a part-time basis to receive the school’s multi-sensory teaching in small groups to help him with his dyslexia. Narinda Algar founded the school to help her daughter, Lucia. It currently has 40 pupils and 5 staff.

17 July 2017

The teachers behind the plans for a new school in Kent which will support pupils with dyslexia, which featured in our first Dyslexia News Digest in January this year, are running two taster sessions on 2 and 29 August for pupils and parents to sample the teaching style. They plan to soon lodge their formal application for the school with the Department of Education. If successful the school should open in September 2019.

They have developed a website which explains their ethos and mission and records how the proposal is developing

28 July 2017

Chicago’s Heritage Outpost Coffee Shop was transformed into an immersive educational experience called the Dyslexia Café. The menus and signage all featured letters that were compressed, jumping off the page, duplicated, backward, or mixed up to make a different word. Customers felt that the experience helped them to really understand the difficulties dyslexics deal with every day. Everyone Reading Illinois wanted to raise dyslexia awareness with this clever concept.


Monthly Dyslexia News Digest – June 2017

In the headlines

10 June 2017

Illustrator Rebecca Morton has created a children’s book with writer Dean Wilkinson using Christian Boer’s Dyslexie font. The Dyslexie font uses different spacing, boldness and sizes of letters, amongst other things to improve legibility for dyslexic readers.

Behind this headline – Christian Boer developed his Dyslexie font as part of his final thesis project in 2008. He devised a font that dealt with the issues of the dyslexic brain making the 3D movements of switching, rotating and mirroring the letters. Firstly he made the underside of the letters bolder so that they do not flip, he made the ‘twin’ letters like b and d no longer match up by slanting them differently, he made ascenders and descenders longer, he made bigger gaps in c, s and e, he put wider spacing between letters in words and he made capitals and punctuation bigger. His font is widely used and is available to download for free for home use at


15 June 2017

The public services union Unison has developed a course to help members gain a better understanding of what colleagues with dyslexia can and cannot do and show how to help to support them in the workplace.

30 June 2017

Penny Murphy has drawn attention to wrongly receiving a parking ticket fine because she typed in her car registration incorrectly because of her dyslexia. She contacted the firm to expose what she feels is a breach of the Equalities Act as they failed to make reasonable adjustments for her having dyslexia.


Monthly Dyslexia News Digest – May 2017

In the headlines

1 May 2017

Richard Branson wants to change the perception of dyslexia in the world. He feels that the education system fails dyslexic children and leaves them marked as failures when in fact they have many useful life skills that traditional exams do not pick up on. He feels that it was his dyslexia that meant he could think laterally and creatively which helped him to develop his businesses so successfully.

2 May 2017

Richard Branson is supporting the launch of a new charity called Made By Dyslexia. The organisation aims to challenge the stigma around dyslexia and to demonstrate that it is merely a different way of thinking and should not be seen as a disadvantage in life.

3 May 207

The ad agency Y and R came up with a very inventive way of building interest in the launch of Made By Dyslexia by opening a dyslexic sperm bank on the high street. In a provocative move the shop was open for business and people who entered were filmed in discussion with the shop assistant about what they understood about dyslexia and it showed how often their views were incorrect. The overall point of the ad was to say that people think dyslexia is a disadvantage but it need not be.

13 May 2017

Teacher Debbie Abraham, who featured in our April News Digest, has written an article suggesting that SATs tests are harming dyslexic primary school pupils. The tests do not capture their talents and highlight their difficulties with memory and rote learning leaving them anxious and distressed and labelled as failures before they even get to secondary school. She states that only 14% of children with SEN attained the expected standard in reading, writing and maths in 2016. She feels the process is unfair because it does not capture their creative talents in writing and other areas.

15 May 2017

Nigel Lockett has written about being a Professor with dyslexia in The Times Higher Education. He had previously kept his dyslexia a secret throughout his long career as it is seen by most as a disability. He feels it should be redefined as a learning difference as it allows the dyslexic person to deal well with complexity and have good big picture thinking skills as they have a heightened ability to see patterns, objects and shapes.

He has begun a blog to document and discuss his experiences in the hope that it will break down the stigma and misunderstandings around dyslexia. You can read it here at

Monthly Dyslexia News Digest – April 2017

In the headlines

28 March 2017

Dyslexia Scotland has announced that the free Open University module on dyslexia and inclusive practice is now available online. The further two modules will be available from June. The course is available at

7 April 2017

A specialist dyslexia tutor in Essex, Debbie Abraham, has started her own online courses aimed at parents of dyslexic children because of the gap in school funding for students who have difficulty with reading and writing but do not require specialist one-to-one teaching. She aims to help the parents begin to understand the complex issues involved. Her website is

14 April 2017

Richard Branson has announced that he is going to launch Made By Dyslexia on May 2nd.   He will be working with Kate Griggs of Xtraordinary People who is also a dyslexia advocate. The organisation intends to change attitudes towards dyslexia by showing that dyslexia should be seen as a different way of thinking and not as a disadvantage.   Branson was provoked partly by the fact that many sperm banks refused sperm from dyslexics on the grounds that dyslexia was a ‘neurological disease’.

21 April 2017

The charity Dyslexia Action has gone into administration on April 13 after being in operation for over forty years. In the year 2016 it spent £8,127,000 with an income of only £6,432,000 which means an overspend of £1.7 million. The Training Centre, Dyslexia Guild and Units of Sound are still operating and it is hoped they will be sold. A Facebook page has been set up under the name Dyslexia Action Associates to continue to provide support where possible after the shock closure.





Mental Health and Children with Dyslexia

Dyslexic children do not understand why they cannot learn like their classmates and may blame themselves for failure at school – leading to low self-esteem.

Children’s first awareness of their dyslexia is often the result of a failure in school. They lack understanding of why they are unable to learn at the same rate, in the same way as their classmates. They cannot explain the difficulties they experience and blame themselves for their lack of progress. This often leads to low self-esteem and an expectation of failure.

Many parents have had to deal with the impact of dyslexia at home long before it is recognised by the school – and sometimes they have no idea that their child is struggling in school. Refusing to cooperate may be a ‘coping’ strategy for a dyslexic child who finds homework stressful and difficult – but many parents are unaware of this, so do not. Concerns about changes in attitude and behaviour at home – especially with homework – a frustrating and upsetting experience for dyslexic learners and their parents -should be shared with the school.

Dyslexia and Mental Health

The longer dyslexia goes unrecognised, the greater the problem becomes. Many dyslexic boys become angry and frustrated and some display disruptive or aggressive behaviour. Girls with dyslexia may become quiet, isolated and withdrawn – though many find support with a group of friends, which may be interpreted as ‘chattering’ or easily distracted.

From the earliest years in primary school, both boys and girls, whose dyslexia has not been identified, may be reluctant to go to school – they may complain of headaches or feeling sick on days when a spelling test or a subject they do not like is on the timetable. As they progress into secondary education, they may begin selective truancy to avoid subjects where they are struggling. Because of the fragmented nature of the secondary timetable, this truancy may take teachers – and parents – some time to identify.

An individual learner’s dyslexia may be hidden by apparent behavioural issues in the classroom – and identification of dyslexia may come as a surprise to some teachers who have been working hard to resolve these. However, when underlying dyslexic issues are not addressed, the coping strategies developed by children with dyslexia may become embedded in their approach to all learning and misidentified as ‘attitude’ or ‘behaviour’ issues. By the time they move to secondary school, they may be convinced that they are ‘stupid’ and unable to learn – so they give up trying, turning coping mechanisms into avoidance strategies.

Dyslexia is not only a series of difficulties – it often includes a range of specific abilities. A dyslexic child may be original, creative, artistic or orally very able and knowledgeable and a disparity between cognitive abilities, academic skills and performance is often noted in progress reports. Some high ability children with dyslexia develop individual strategies for coping with any barriers to learning met – though they may consistently underachieve.

Some characteristics of dyslexia may be masked by a learner’s high ability or by distracting behaviour patterns, and may also be deliberately concealed by children and teenagers who are desperate not to be ‘different’ from their peers. Very often barriers to learning – leading to a dyslexic learner experiencing unexpected difficulties – are attributed to inappropriate behaviour or a poor attitude. Asking other learners for help is assumed to be talking inappropriately, or taking a very long time to complete written work is thought to be due to laziness. Behaviours that are characteristic of dyslexia may not be identified as such when an individual is falling behind the rest of the class in an activity.

Dyslexia that has not been recognised and is not supported has a powerful impact on how individual learners cope with the demands of the curriculum – and how the demands of the curriculum may affect individuals. Concentration is easily lost and some may become restless or disruptive in order to draw attention away from their difficulties. Others may seem to avoid set work in class, being unable to concentrate and easily tired. Some appear inattentive and uncooperative. Most teachers deal with these issues using a range of sanctions – varying from mild reprimands to individual behaviour management approaches.

It is unlikely that an investigation for dyslexia might arise from identification of behavioural issues only – but if a lack of progress in the curriculum is attributed to observed behaviour, underachievement caused by underlying learning difficulties may not be considered. When a learner appears to be making satisfactory progress, teachers may look for reasons for behavioural issues elsewhere rather than consider possible dyslexia.

Classroom behaviours and low self-esteem are often attributed to social or emotional issues and dealt with as such. When behaviour – whether increasingly withdrawn or disruptive – escalates beyond a class teacher’s ability to help, specialist teachers or other professionals may become involved. If dyslexia has not been recognised or is discounted, the advice and support offered may be inappropriate and fail to resolve the issues.

Because their dyslexia has not been recognised – or has been discounted by some teachers who assume that learners have somehow ‘grown out of it’ – some learners believe that they really are lazy or incapable of concentrating. They believe that they are stupid or ‘no good’ at some subjects. Low self-esteem and the stress of trying (and failing) to keep up in school – especially when exams are on the horizon – causes some dyslexic learners to become anxious, while others ‘drop out’.

The combination of low self-esteem, stress and anxiety may lead to depression or other mental health issues developing. Some young people with dyslexia do develop eating disorders or find stress release in self-harm – and they require therapeutic input by appropriate professionals. However, therapies – and medication – will not resolve their issues until the underlying dyslexia is identified and appropriately supported.

It is vital that staff at all levels of education undertake dyslexia courses for teachers which would enable them to spot the early warning signs of dyslexia in pupils and prevent them from falling behind and developing low self-esteem and mental health problems.

Monthly Dyslexia News Digest – March 2017

In the headlines

8 March 2017

Holly Willoughby has spoken about her concerns that her three children may be dyslexic like her. She uses coloured scripts and advance checks on the autocue for her role as presenter on ITV’s “This Morning”. She feels that schools are better at spotting the signs of dyslexia now and so her children would be picked up sooner.  She was diagnosed at 15.   She also says that teaching has become more visual since she was at school.

9 March 2017

Dyslexia Scotland has been given double funding of £200,000 for 2017/18 by the Scottish Government. They have developed three online training modules called Introduction to dyslexia and inclusive practice which will be available on Addressing Dyslexia, Open University and Dyslexia Scotland’s websites and through Education Scotland’s digital sites.

18 March 2017

SNP Conference calls for more support for adults in obtaining dyslexia assessment by being able to access assessments in the workplace. The cost for an evaluation can range from £300-£500 when done privately.

23 March 2017

SEND learners are airbrushed from education policy says Chris Rossiter, Director of Driver Youth Trust in his report “Through the Looking Glass: Is universal provision what it seems?” Having reviewed 21 influential reports on achieving higher levels of literacy he feels the agencies involved ignore the 1.2 million children with SEND.

Monthly Dyslexia News Digest – February 2017

In the headlines

Iansyst strategic partnership launch

We are delighted to announce that CPD Bytes has joined forces with Iansyst as a supplier of our online courses. They will be available through their website

31 January 2017

Psychologist and Director of the Driver Youth Trust, Christopher Rossiter has written a piece for the TES trying to put to rest once and for all the old argument that dyslexia does not exist.

4 February 2017

Ela Lourenco’s daughter, Larissa has a form of dyslexia called auditory processing disorder. Together mother and daughter have developed strategies to help promote a love of reading despite Larissa’s difficulties and they share them in this article.

13 February 2017

In a research trial sponsored by Microsoft, their product OneNote has been reported to be a useful tool to help children with dyslexia. The British Dyslexia Association ran an 11 week trial in Knowl Hill School, Surrey involving 20 pupils. The children were given Surface tablets running Immersive Reader which is part of Microsoft’s OneNote software. The researchers claim that the majority of the children taking part improved their reading skills during the trial and gained improved self-confidence and self-esteem too. The software reads out the pupil’s typing without a teacher or TA’s help. Hearing rather than reading makes it easier to spot mistakes and correct them.

14 February 2017

Fascinating research undertaken in Spain using an oscillopathic approach to developmental dyslexia: from genes to speech processing has been preprinted on BioRxiv the preprint server for Biology.