Hello, and welcome to week two! So last week if you remember we were looking at how reading and writing develop in the first place, what this looks like, predominantly in English, but we also talked about some different writing systems. And we also talked about - we touched on - bilingual reading and writing developments and how actually, that's the rule rather than the exception. So now we're in week two. So now we're going move very much more towards, 'how do you identify when a child is struggling with these multiple developmental tasks that they have in front of them in terms of learning to read and write?' We were actually reflecting on just how miraculous it is that so many children learn to read and write without a problem - there's so many aspects to synchronize and happen at the right time. But ... for some children this doesn't happen, and sometimes it can be quite hard to spot. So, what we're going to talk about today is definitions of what dyslexia is. Then we're going to move on to ... how do you identify whether a child has dyslexia or not? So we're going to start with looking at what dyslexia looks like in the early years, then ... changes in its manifestation as children are learning to read and getting to the later stages of their primary school career or beyond. So we'll talk about how the picture changes in those later years. And we're also going to offer you a collection of informal assessments and resources that you can use and put into practice immediately in terms of helping you identify if a child is struggling, and, if so, in what aspect? So we hope you find this content interesting and challenging. Do remember that if you're on the Certificate course schedule do go to the Assignments tab where you'll see what your tasks are for this week. And without further ado, we'll move ... ... the main content of the week!
miriamlaura