Specialists in assessment for the disabled student allowance and dyslexia.

The definition used to describe dyslexia comes from the ‘Rose Report’ (2009 pg10) here dyslexia is seen as  

“a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Its characteristic difficulties being that of phonological awareness, verbal memory, and processing speed. It occurs across the range of intellectual abilities, and it is best thought of as a continuum, not a distinct category and no clear cut off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration, and personal organization, but not by themselves markers of dyslexia’. 

For School age children, begin with a discussion about concerns with the class teacher and SENCO. 

Post 16 can access support through Disability Services in the establishments in colleges. 

Post 18 at University student can access support through Student disability Service for screening and possible assessment 

Comorbidity refers to interconnected conditions for example, dyslexia and ADHD  that influence each other, often requiring an integrated treatment approach. 

 co-occurrence refers to independent issues that occur for example, anxiety and dyspraxia simultaneously but may not necessarily interact in the same manner. 

Our working memory is what we use constantly as our short-term memory. There are many strategies that we can apply to help improve its performance. It is really what works best for you. 

https://www.verywellmind.com/great-ways-to-improve-your-memory-2795356 

A learning style is the way that different students learn. A style of learning refers to an individual’s preferred way to absorb, process, comprehend and retain information. The four key learning styles are: visual, auditory, tactile and kinaesthetic.