Understanding Specific Learning Difficulties
Every learner navigates the world in their own unique way. Specific learning difficulties (SLDs) are neurodevelopmental differences that affect how a child processes, stores, and retrieves information. With tailored, evidence-based instruction, every student can thrive. A formal diagnosis is not required before reaching out, if you suspect your child is struggling, feel free to get in touch to discuss their journey.
Dyslexia: reading, spelling and language processing difficulties.
Dyslexia primarily impacts how the brain processes written and spoken language, affecting reading accuracy, fluency, decoding, and spelling. Common signs include hesitating or guessing while reading aloud, struggling to decode unfamiliar words, difficulty remembering common sight words, and persistent spelling difficulties. Through comprehensive structured literacy approaches, explicit teaching, and consistent revision, I help learners develop stronger decoding and spelling skills, build confidence, and make lasting progress at their own pace.
Dysgraphia: writing and fine motor expression difficulities
Dysgraphia impacts writing ability, fine motor control, and the process of putting thoughts down coherently on paper. Parents often notice tight or uncomfortable pencil grips, unusually messy or inconsistent handwriting, fatigue during written tasks, and a distinct gap between what a child can explain verbally and what they can write down. My lessons adapt tasks to reduce frustration and strengthen letter formation, writing mechanics, and organisational skills.
Dyscalculia: numerical and mathematical concept difficulties
Dyscalculia is a specific learning difference that affects how a person understands and processes numerical and mathematical information, making numbers, quantities, mathematical facts, symbols, and spatial relationships challenging. Common indicators include continued reliance on finger counting for simple calculations, difficulty reading analogue clocks, confusion with mathematical symbols, difficulty estimating quantities or time, and challenges recalling basic number facts. Through clear visual models, structured pacing, explicit teaching, and careful interpretation of diagnostic reports, I help learners strengthen symbolic and non-symbolic number sense, providing a strong foundation for lasting confidence in maths.
When Learning Differences Overlap
Specific learning difficulties rarely exist in isolation. Learners with dyslexia, dysgraphia or dyscalculia may also have co-occurring needs such as ADHD, autism, developmental coordination disorder (dyspraxia), or differences in working memory and processing speed. These can influence attention, organisation, processing, communication and how new learning is retained and recalled. I understand the needs of ADHD and autistic learners and consider their individual learning profile when planning teaching, creating a supportive environment and helping them engage successfully with learning.