Dyslexia: Difficulties, Strengths, and Recommendations

Dyslexia
Student’s Name:
Student’s ID:

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Table of Contents
Introduction................................................................................................................ 2
Reported Learning Difficulties.................................................................................... 2
Strengths and Interests.............................................................................................. 3
Recommended Actions............................................................................................... 3
Reading and Spelling Intervention Plan......................................................................4
Time Scale.................................................................................................................. 4
Summary.................................................................................................................... 5
Conclusion.................................................................................................................. 6
References................................................................................................................. 7

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Introduction
Alex, an 11 years and seven months old student and is in his final year of primary school and
will enter high school next year. Alex stammers or hesitates under stress and also had a problem
in finding the correct word to express it during the conversation. The paper will summarize the
difficulties faced by Alex in literacy skills, self‐respect, and oral communication as well as
strengths of Alex. It will also recommend actions to be taken to start working with Alex. It will
analyze the programme to be developed for overcoming the literacy issues of Alex along with
shorter and longer terms objectives. It will also determine the time scale of the proposed
programme. Moreover, it will suggest some recommendations for the school of Alex.
Reported Learning Difficulties
Alex stammers or hesitates under stress, and his overall stumbles through most of his verbal
words. He also had a problem in finding the correct word to express it during the conversation.
He does not have an easy time in his school. Alex speech issues were recognized much before
his entering to school, and so Alex was put in a programme to motivate him for the development
of his articulation (Azmi, Nasrudin, Wan & Ahmad, (2017). Alex was removed from the
programme after six months as his speech has adequately improved. His mother has found that
while reading with him, he would find excuses to ignore it (Benmarrakchi, El Kafi, Elhore Haie,
2017). He was not interested in books and seemed to be sulky and tries to ignore any type of
schoolwork. He also faces troubles with single words as well as struggles while reading his
school books.
Alex reading is labored, and his words are often mispronounced, omitted or substituted. If he
reads the words accurately in a sentence, he might misread while repeating in other sentence
(Cameron, 2016). He do not love to read loudly and goes to great distances to present himself as
modest when he is asked to read aloud. He makes excuses either by asking to go to the toilet
when his turn comes, act up, make joke of the words, tumble on the floor and laugh so that the
teacher sent him out the classroom, His letters become wobbly and misshapen while writing and
often ignores writing and breaks his pen or pencil and get distracted instead of starting any tasks
of writing both at home and at school (Cameron & Billington, 2017).