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Dyslexia in the Primary Classroom

By Kate Hedges and Tegan Kamath. Dyslexia in the Primary Classroom. What is dyslexia?. ‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.’ (Rose, 2009). What is dyslexia?. Also affects: Phonological awareness

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Dyslexia in the Primary Classroom

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  1. By Kate Hedges and Tegan Kamath Dyslexia in the Primary Classroom

  2. What is dyslexia? • ‘Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.’ (Rose, 2009)

  3. What is dyslexia? • Also affects: • Phonological awareness • Verbal memory • Verbal processing speed • Occurs across a range of intellectual abilities • Dyslexia is a Specific Learning Difficulty experienced on a continuum from very mild to very severe (Muter, 2005:77)

  4. Visual Stress Phonological Deficit The Environment Double Deficit Causal theories of Dyslexia Magnocellular Deficit Working Memory Genes Cerebellar Deficit Brain Structure

  5. Signs of Dyslexia inKey Stage 1 and 2 • “A benefit of early intervention is that pupils are less likely to experience emotional problems as a result of failure”. • (Ofsted, 1999:13)

  6. Assessment of Dyslexia The delay between identification and response should be kept to a minimum. (BDA, 2009)

  7. Legislation • Dyslexia is defined as a disability under the Disability Discrimination Act (1995) • Special Educational Needs and Disability Act (2001) • SEN Code of Practice (2001) • Dyslexia is described within the context of cognition and learning difficulties. • ‘A child with Special Educational Needs should have their needs met’ (Special Educational Needs Code of Practice, 2001:7)

  8. Legislation • A Common Assessment Framework (CAF) form may be completed • CAF is a voluntary request for services not referral • Parent Partnership Service (PPS) ensures parents are informed of choices – Statutory requirement (Peer, 2005)

  9. Other Professionals • Special Educational Needs Coordinator (SENCo) • Teaching Assistant's (TA’s) • Educational Psychologist • Dyslexia teachers • Speech Therapists

  10. Inclusion • SEN needs met in inclusive, main stream settings • Inclusive approaches include the whole school in a dyslexia friendly approach (Mortimer & Jones, 2005:13) • Respond to pupils diverse learning needs by: • Creating effective learning environments • Securing motivation and concentration • Provide equality of opportunity through teaching approaches

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