Writing problems that might indicate possibility of dyslexia(SpLD)
1. Confuses letters that sound alike e.g. b/p, c/g
2. Writes figures the wrong way round e.g. 41 for 14
3. Writes mirror image e.g. 6 for 9
4. Mixes upper and lower cases
5. Inability to remember letter shapes
6. Writes letters in wrong order e.g. field/feild, noise/niose
7. Poor spacing, runs out of line
8. Awkward pencil hold
9. Uneven size writing
10. Cannot write straight without lines
11. Difficulty drawing maps, pictures, diagrams.
I can probably tick 2 or 3 of these off as problems I have (and I'm not dyslexic). So these are only indicators, and part of an overall profile you need to obtain. There are varying degrees of dyslexia.... I also have similar length lists for reading, spelling and other indicators if anyone is interested.
Definition of Dyslexia - A combination of abilities and difficulties that affect the learning process in one or more of reading, spelling, writing. Accompanying weaknesses may be identified in areas of speed of processing, short-term memory sequencing and organisation, auditory and/or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation

Thanks for the list Lbee - very helpful. I was interested to hear about the 'speaking' part - he is practically an elective mute until it comes to reading. Then he comes alive. His reading is below average, but he's very keen.

Maizie - thanks for your thoughts too. With hindsight, I've realised that I've not actually had the opportunity to hear him reading a book 'fresh' yet; the books I've read with him have usually already been heard by the teacher or by other TAs. His spelling, even when copying directly from the whiteboard (as I mentioned when I was talking about the individual whiteboard) isn't brilliant.

I'm not too sure what defines 'mixed method' (sorry to be thick)... We get the kids from the Infant School and they can usually already read and write by then. Any additional support etc is done with phonics; for example breaking down words - eg: b-a-t - and hearing the sounds that make up the word. We also use ALS. I don't know if that answers your question; I've never actually considered the 'technical terms' for what we do (though I suppose I should!)... I just tend to adapt the methods for each child as necessary rather than try to apply the same method to all. We also do multi-sensory spelling as well.

What's 'multisensory spelling', Medusa?

Interesting about the reading. Will you get a chance to hear him reading a 'fresh' book?

It sounds a bit 'mixed methods' to me... Do you follow the NLS programmes/guidance?

Mixed methods is about mixing phonics with look & say 'sight word' teaching, using the 'Searchlights' to support reading, believing that children learn to read in more than one way.......

Multisensory spelling is teaching the kids how to spell without pencil and paper, to put it simply... I've been using words from the list of spellings that they are to be given each week for homework (eg: man, can, fan etc) and I generally do something a bit more creative with my group (half an hour during assembly time with 4 children); for example one week I gave them black paper, glue and spaghetti, so that they were writing each letter with the glue spatula to begin with and then feeling the shape of the letter by putting the spaghetti on top to make the words. They enjoyed that. Unfortunately because we don't mix the classes in our morning groups any more the boy in question isn't one of those in my group.

As to the reading I shall make a point of getting him to change his book before I hear him next time.

NLS Strategies... we use ALS. Again, he's not in the group.

Thanks for the explanation about the mixed strategies etc; it sounds about right but the leaning seems to be more towards phonics with maybe a little bit of other things mixed in. When children are reading they are encouraged to sound out the word, recognise letter blends, digraphs etc to help them... As I said before, I have never really thought about it; I just tend to make adjustments according to what works for the child!

I do 'make and break' spellings with one group - I use phonix cubes that they can use to spell the words, (make) then pull apart into sounds (break) to help learn them. A technique recommended by Neil Mackay in his book

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except he started out by using scrabble tiles.