Reading and spelling

Children with dyspraxia may have difficulties with reading and spelling. Limited concentration and poor listening skills, and literal use of language may have an effect on reading and spelling ability. A child may read well, but not understand some of the concepts in the language. The child may also be reluctant to read aloud because of articulation difficulties or because they lack self-confidence.

Exercises may be beneficial for children with reading and spelling difficulties. Take Time by Mary Nash-Wortham and Jean Hunt provides a series of exercises for parents, teachers and therapists to do with children.

Computers can also help with reading and spelling: Wordshark 2 is a widely used program, available from the Dyspraxia Foundation.

Research has shown that children with developmental verbal dyspraxia whose speech difficulties persist beyond the age of 5.6 years are at risk of having literacy difficulties. The risk is increased if there is a family history of speech, language or specific learning difficulties.

The child with developmental verbal dyspraxia has an impaired speech processing system, which affects their ability to make sound � letter links and to carry out phonological awareness tasks (e.g. segmenting, blending, rhyming etc) essential for literacy acquisition. Spelling is usually more affected than reading.

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