Completely revised and updated in light of the new 2014 SEND Code of Practice, this second edition of Supporting Children with Dyslexia provides valuable advice and resources for teachers, TAs and SENCOs supporting pupils on the dyslexic spectrum. This practical resource will help those who are looking for expert guidance and strategies, as well as providing a professional development tool which will encourage outstanding practice at all levels.
Spanning pre-school, primary and secondary teaching, this book covers the key areas to be considered when supporting pupils with dyslexia, including:
- how to identify a young person with dyslexia
- practical strategies for pre-school, primary and secondary settings
- useful advice to give to parents and carers of children and young people with dyslexia
- useful materials for continual professional development.
Featuring helpful checklists, templates and photocopiable resources, this book provides guidance and practical strategies for identifying and supporting young people with dyslexia that will be of use to teachers, TAs, SENCOs and other educational professionals.
Table of Contents
Preface Part 1: Background Information 1. What is Dyslexia 2. What causes Dyslexia 3. Co-morbidity with Dyslexia 4. The Emotional Impact of Dyslexia 5. Impact of SEND Reforms 2014 on pupils with Dyslexia Part 2: Dyslexia Toolkit for Schools 6. Assessment on a budget 7. Foundation Stage: How do you identify The pre-school child with Dyslexia 8. Pre-school checklist for Dyslexia 9. Foundation Stage: Practical Strategies For Teaching A Pre-School child With Dyslexia 10. PRIMARY: How do you identify the Primary age child with Dyslexia 11. PRIMARY/ SECONDARY: Checklist for Dyslexia 12. PRIMARY: Practical Strategies for teaching a child with Dyslexia 13. SECONDARY: How do you identify the young person with Dyslexia 14. SECONDARY: Practical Strategies for Teaching a young person with Dyslexia 15. Guide to Current Published Assessments for Dyslexia 16. Guide to Traditional Dyslexia Programmes 17. Dyscalculia: signs and strategies 18. Useful advice to give parents and carers of children and young people with Dyslexia 19. Dyslexia friendly classrooms; Dyslexia inclusive schools. Part 3: CPD Materials 20. Planning for CPD 21. Suggested Outline For Whole-School Training on Dyslexia 22. Quiz: Dyslexia- fact or fiction 23. Evaluating and Following-Up CPD 24. Training Materials Appendix 1: Pupil Profile Form Appendix 2: Common Exception Words Bump Game for Spelling Appendix 3: Guide to Apps for Dyslexia Appendix 4: Mnemonic Techniques for Spelling CEWs Appendix 5: Guide to Spelling Rules Appendix 6: Thai Alphabet activity Appendix 7: Dyslexia Friendly Classrooms: Getting Started Appendix 8: Where To Find Out Further Information On Dyslexia Bibliography
Sue Hoult - SEN Consultant and former specialist teacher with Hull Special Educational Needs Support Service, Hull City Council, UK
Hilary Bohl - SEN Consultant and former specialist teacher with Hull Special Educational Needs Support Service, Hull City Council, UK
Barbara Pavey, Associate Lecturer for the dyslexia programme at Institute of Education (IOE)
"The book is a useful practitioner-based text from a reputable and experienced team."
"One of the strengths of the new book is the power of the specialized knowledge and experience of the team of authors. Another is the way this is translated into resources."
Lorraine Petersen, Educational Consultant – Former CEO of nasen
"I think the book is well designed – easy to read – busy teachers and support staff can access information easily."
"I think that the proposed book sets out all the relevant information in a very easy to read way and accessible for all teachers, giving just the right amount of content. Font size and layout are also very good.
This is also one book in a series about a number of different needs and therefore should not just be seen as a stand-alone book. I would hope that schools will buy the full set once they are published."
Pippa Whittaker, CL for Inclusion, City Academy Bristol; member of nasen Publications Advisory Board
"The current book is one of the most accessible dyslexia titles in the field. It is starting to look slightly outdated in terms of style, and is in urgent need of updating with regard to statutory changes in the field since it was published in 2004."
"This is still my ‘go to’ book for when colleagues (eg subject teachers etc) need further information about a specific aspect of dyslexia. I photocopy key pages to talk through with them and then leave the sheets with them for further reference."