How to detect signs of learning differences in young children and how you can support your child

Do you sometimes think that your child is lazy and not trying hard enough to learn things? Does your pre-schooler still have difficulty in recognising sounds or the alphabet? Do you constantly receive feedback from teachers on their sloppy work, bad attitude and low self-confidence? 

If the above situations seem familiar to you, it is possible that your child has a Specific Learning Difference (SpLD) that may have an impact on his or her ability to learn, communicate, concentrate and more. 

What are SpLDs?

SpLD is an umbrella term for a wide variety of learning differences, with dyslexia being the most commonly occurring condition. It is quite common for those with SpLDs to also have other co-morbidities such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD) and dyscalculia.

According to the Learning Disabilities of America, some of the possible signs and symptoms of SpLDs include:

• Short attention span

• Poor memory and listening skills

• Difficulty following directions

• Inability to discriminate between/among letters, numerals or sounds

• Poor reading and/or writing ability

• Eye-hand coordination problems

• Difficulties with sequencing

• Disorganisation and other sensory difficulties

• Performs differently from one day to another

• Responds inappropriately in many instances

• Distractible, restless, impulsive

• Says one thing while meaning another

• Difficult to discipline

• Doesn’t adjust well to change

• Difficulty telling time and knowing right from left

• Difficulty understanding words or concepts

• Delay in speech development or having immature speech.

A formal psycho-educational assessment will provide useful information about a child’s learning profile or behavioural challenges and confirm the presence of a learning or developmental difficulty.

Dyslexia: A basic guide

Dyslexia is a developmental difficulty of language learning and cognition. It primarily affects the skills involved in accurate and fluent word reading and spelling. Those with dyslexia will have difficulties in phonological awareness, verbal memory and processing speed. They also struggle with motor co-ordination, mental calculation, concentration and personal organisation. Statistics have shown that 10 per cent of any population has dyslexia, of which four per cent will have dyslexia severe enough to require intervention. 

In mainstream schools, children with dyslexia form the largest single group of children with special educational needs. Dyslexia is often known as the “hidden handicap”, because a child with dyslexia appears like any other. Some of these children may be undiagnosed for many years, even as they progress into adulthood. Dyslexia can only be formally diagnosed through an assessment by an educational or specialist psychologist. 

When it comes to dyslexia, early identification is vital. When children at risk of dyslexia are identified and given effective teaching before elementary school, improvement is possible to minimise the gap between them and their peers. Intervention will include ways to improve a child’s language literacy such as phonemic awareness, phonics, fluency, vocabulary and comprehension.

 

Do you suspect your child is at risk of dyslexia? Use this checklist to find out!

(Source: Dyslexia Association of Singapore)

Does your child experience any of the following?

• Was a late talker

• Difficulty in recognising letters and alphabets

• Difficulty in writing their own name

• Difficulty in sequencing letters: instead of ABC, they say ACB

• Not able to read some sight words (common words that young learners are expected to recognise instantly) such as I, the, my

• Challenges with writing letters and numbers

• Takes a long time or are unable to recall concepts taught to them

• Unfamiliar with most of the letter sounds

• Difficulty in joining sounds in words to read 

• Difficulty in identifying sounds in words to spell 

• Needs extensive guidance to complete learning tasks

• Requires multiple reminders to pay attention and stay on task

 

How can parents help? 

The more parents understand their child’s learning difference, the better they can advocate for their child and provide the support they need. A nurturing and supportive environment at home will also help a child thrive in learning. Here are some ways you can help:

• Seek timely screening, assessments and specialist support for your child

• Empower yourself and learn about your child’s difficulty, acknowledge the challenges and stay positive

• Accept your child for who they are and don’t impose your sense of who they should be. DON’T judge, blame, be impatient, use sarcasm, give up on them, overload their time, stress out or ignore a problem

• Recognise, encourage and develop your child’s abilities and talents to build their self-esteem

• Help them with their school work and organisation, show interest in what they do, provide resources and support

• Engage your child by using various senses such as visual, auditory, tactile methods for better retention

• Read to your child aloud for at least 15 minutes a day, asking them questions after that so as to build vocabulary and understanding. You can also try out paired reading where the parent reads one page and the child the next. This will help to build the child’s love of reading and strengthen bonding

• Involve yourself in the school community, be available to support the school’s efforts to help your child, communicate effectively and provide feedback. Be part of a support group to hear what other parents have to say

• Enrol your child in an appropriate literacy programme which should include the following components: phonemic awareness, phonics, fluency, vocabulary and comprehension

• Enhance your knowledge on SpLDs by attending awareness talks or parent workshops. DAS Academy, a subsidiary of the Dyslexia Association of Singapore (DAS), frequently conducts online workshops for parents!

Online specialist support for children with SpLD during COVID-19

DAS International provides online specialist support and connects to students wherever the Internet can reach them. Geographical barriers no longer restrict student access to a structured support programme for students with SpLDs. The online lessons are conducted on one-on-one basis where professionally-trained specialist tutors provide educational therapy or curriculum support to students. 

DAS International has worked with many students across the region, including those based in The Philippines, helping them to succeed in their academic journey and achieve their maximum potential. 

Lessons are taught in accordance with the Orton-Gillingham principles:

• Emotionally sound – Lessons are tailored to students’ abilities

• Structured, sequential and cumulative – Concepts are broken down into smaller parts and taught one at a time, progressively & cumulatively

• Direct and explicit – Instructions, objectives and activities are clear

• Simultaneously multisensory – Ensure multiple pathways and methods to learning 

• Cognitive approach – Allow students to understand the reason behind each concept

For further information, kindly contact:

Anaberta Oehlers-Jaen (Head of DAS International)

enquiry@dasint.org.sg 

Website: www.dasint.org.sg

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About The Author

Anaberta Oehlers-Jaen is the Head of DAS International, a wholly-owned subsidiary of the Dyslexia Association of Singapore (DAS) and the Programme Director of School-based Programmes in Singapore. Registered in 1991, DAS is a vibrant Social Service Agency with almost 300 full-time and part-time staff who provide a wide range of programmes for persons with dyslexia and specific learning differences in Singapore. 

She started her career at DAS in 2005 as an Educational Therapist and was subsequently the Preschool Manager for four years. She was actively involved with children at risk of literacy delay and helped to launch the Preschool Service at DAS. 
She is also actively involved in research and has published articles in the Asia-Pacific Journal of Developmental Differences and presented at International conferences delivered in Singapore, ASEAN region and the UK. She holds a Masters Degree in Special Needs from Nanyang Technological University, BA (English Language and Literature) from Singapore University of Social Sciences, a Postgraduate Certificate in Teaching and Learning in Higher Education from the London Metropolitan University as well as a Cambridge International Diploma for Teachers and Trainers (Dyslexia), along with Early Childhood Diplomas. 

Delivering a professional service to the families of students with SpLDs is high on her priority and hopes to continue to serve this community both in Singapore and the region.