School
support:
 What
are literacy difficulties/dyslexias?
These are difficulties with reading and/or spelling. They are
likely to be associated with visual and/or phonological processing
difficulties, and/or dyspraxias.
Advice
for the classroom:
-
Reading:
Reading aloud in front of others may be difficult and embarrassing
for him/her. Obviously, it may be necessary in such settings
as reading groups, but please keep this in mind for other occasions.
Make use of a reader, so that reading difficulties do not preclude
effective learning.
Remember that using the Library may need some extra support
– liaise with library staff as required.
Do not expect extended and unsupported reading – arrange
in advance for important texts to be taped (parent or other
volunteers can help with this). The library may have a supply
of taped texts.
Explore the use of a scanner and a computer’s ‘speakback’
facility to help with reading comprehension.
-
Spelling:
Do not penalise poor spelling, or emphasise it unduly –
it is likely that the pupil’s spelling may remain weak
and sometimes apparently careless despite his/her best efforts.
Agree upon certain target spelling skills, and focus upon these
only when correcting work.
Encourage the use of an electronic spellcheck.
-
Writing:
Allow the pupil to explore the use of a scribe on occasions,
so that he/she can experience composing without the impediment
of writing and spelling. Anyone can do this – parents,
other pupils, classroom assistants, or other volunteers. Enlist
and use every source of help that can be found.
In the pupil’s writing, encourage productivity first,
then accuracy, so that he/she does not limit his/her writing
to words and structures he/she is confident with, and allow
the more important skill of developing and conveying ideas and
information to stagnate. This may seem hard to begin with for
some children, since accuracy is stressed so much – but
try to make the pupil realise that he/she is allowed to be a
bit different.
Encourage the development of keyboard skills – wordprocessing
with spellcheck is vital for dyslexic learners, but also an
invaluable lifeskill for all learners.
Consider the use of voice recognition technology, specially
as it is developed to become more robust and user-friendly.
-
Effects on other Aspects of Learning:
‘Multi-tasking’ will be difficult for the pupil
– especially, listening and writing at the same time can
be very hard; please allow for this.
-
Notes and Organisation for Older Pupils:
Because of organisational and writing difficulties, the pupil
will not be able to make effective notes. Please ensure there
are notes available from which he or she can revise, either
by providing lesson notes or checking that the pupil photocopies
those of a peer. Check up that this is happening quite frequently,
and insist that the pupil is always able to show you notes that
are adequately organised, up-to-date and sufficient for revision
purposes.
Explore the use of a dictaphone, for notemaking, or as an organiser/homework
diary.
-
Motivation and Self-esteem:
Reassure the pupil that lots of famous and successful people
also find spelling and reading hard.
Let the pupil know you are aware of his/her difficulty, and
that you are sympathetic – but that you have high expectations.
Be specially generous with praise and cautious with criticism.
Praise can be a natural motivator as long as the child feels
the praise is genuine and deserved. It is important to let the
pupil know why he/she is being praised rather than just to provide
praise. In a behavioural reward system with extrinsic rewards
such as stickers or points, the child can easily see why he/she
is being praised. This can be an effective motivator, as long
as the rewards are meaningful and appropriate.
School
issues:
Ensure that all the pupil's teachers know about the difficulty
and understand its implications.
Arrange optimal literacy tuition and learning support.
Make requests to examination boards as appropriate for:
readers/scribes;
use of tape recorder;
transcription of examination scripts;
non-penalisation of spelling errors.
Books
& articles:
Aaron, P. G. (1989) Dyslexia and Hyperlexia. (Kluwer).
Aaron, P. G. (1994) ‘Differential diagnosis of reading disabilities’,
in Hales, G. (Ed.) Dyslexia Matters (Whurr) – a useful chapter
on hyperlexia.
Adams, Marilyn Jager (1990) Beginning to Read: The New Phonics
in Context (Heinemann) – a precis of the classic text on reading,
Beginning to Read: Thinking and Learning about Print, which provides
a ready means of acquiring information on principles and practices
involved in reading and the reading debate.
The book provides perspectives on reading and describes the development
of reading skills in young readers. The last chapter provides pointers
in ‘predictors of reading acquisition’.
Aitken, Gillian (1997) Spotlight on Blends (Robinswood Press, Stourbridge)
– provides systematic practice of consonant blends with varied
tasks which help to promote phonological awareness by means of sound
blending. Detailed teaching notes and guidelines accompany the worksheets.
Barker, Ray, and Moorcroft, Christine (1999) Developing Literacy
– Word Level Activities for the Literacy Hour: Year 1 (A&C
Black) – one of a series of photocopiable activities from
Reception to Year 6. The series also contains similar books on Developing
Literacy at Sentence and Text level.
Each book aims to develop children's understanding of sound/spelling
relationship and promotes independent work during the Literacy Hour.
For example, the Year 1 book contains activities to develop vowels,
onset and rime, phonemes, letter names, rhymes, double consonants
and initial consonant clusters.
Baumer, Bernice A. (1996) How to Teach Your Dyslexic Child to Read
– A Proven Method for Parents and Teachers (Birch Lane Press,
Carol Publishing Group) – describes an intensive one-to-one
teaching programme which includes charts, graphs and lesson plans.
The programme is aimed for the child from kindergarten through to
third grade in a step-by-step procedure. It provides detailed instructions
on teaching phonics, spelling and syllables. There are also examples
of word lists and other exercises focusing on initial consonants,
vowels, blends and dipthongs.
Berger, Ann, and Gross, Jean (eds) (1999) Teaching the Literacy
Hour in an Inclusive Classroom: Supporting Pupils with Learning
Difficulties in a Mainstream Environment (David Fulton) –
illustrates how the Literacy Hour can be made more effective for
a range of children with special needs. It includes chapters on
differentiation, structured programmes and managing behaviour difficulties.
There is a section on children with specific needs, such as speech
and language difficulties, hearing loss, vision impairment, and
autistic spectrum disorder. There is also a chapter on the use of
Information and Communication Technology.
Berger, A., Henderson, J. and Morris, D. (1999) Implementing the
Literacy Hour for Pupils with Learning Difficulties (David Fulton)
– highlights how the Literacy Hour can be made effective for
all children. The opening chapter provides a background to the literacy
hour and discusses some principles associated with literacy. There
is also a section on planning the literacy hour and a significant
part of the book on developing schemes of work. Includes examples
of developing learning objectives for phonological awareness, word
recognition, vocabulary and handwriting.
British Dyslexia Association, the Dyslexia Handbook, produced annually
by the BDA, contains many short articles on dyslexia and associated
difficulties, details of providers of resources and of British Dyslexia
Association branches throughout Britain and Europe.
British Dyslexia Association (2002) Dyslexia-friendly Schools Pack
(BDA).
British Psychological Society (1999) Dyslexia, Literacy and Psychological
Assessment (BPS).
Calver, J., Ranson, S. and Smith, D. (1999) Helping with Reading
Difficulties: Key Stage 2 (NASEN) – this book sets the scene
by summarising the reading debate from the ‘top down’
and ‘bottom up’ perspectives, looks at the importance
of reading policies and why some pupils have difficulty with reading.
Part of the book focuses on identification and different forms of
assessment. The section on reading approaches looks at teaching
reading at key stage 2 and provides examples of teaching and learning
approaches through the use of visual strategies, auditory strategies,
contextual strategies and motivational aspects. In the section on
auditory strategies there are examples showing how to develop phonological
awareness skills. The final part looks at classroom organisation
and working with parents and adults. There is also an appendix which
contains a precision testing probe sheet, checking passages for
word types, recording shared reading and a list with examples of
the 44 sounds (phonemes) of the English language.
Cooke, A. (2002) Tackling Dyslexia (Whurr) – this book indicates
that the nature of the reading and learning task is important: the
programme Cooke has developed takes this into account, as well as
literacy and numeracy skills. Cooke’s programme also considers
the role of parents, estimating the readability of books, computer
technology and factors relating to the National Literacy Strategy
and the literacy hour in England and Wales.
Cripps, Charles, and Cox, Robin (1991) Joining the ABC (LDA) –
focuses on why handwriting and spelling should be taught together.
It provides both a theoretical and practical perspective on handwriting
and spelling, and answers questions such as ‘What kind of
perceptual activities will help children differentiate between letters
and joins in writing?’ and ‘Do five-year-olds have the
motor control for joining letters?’
The book discusses some issues relating to the teacher, such as
the level of writing teachers should expect from each age group,
implications for classroom organisation and the role of parents.
There is a simple guide for developing children’s writing,
looking at handwriting, spelling and composing skills. There are
also chapters on resources and teaching techniques provide ideas
for developing motor control and hand/eye co-ordination. An extremely
useful reference book for teachers.
Davis, R. D. and Braun, E. M. (1997) The Gift of Dyslexia: Why
Some of the Smartest People Can’t Read and How They Can Learn
(Souvenir Press).
Fawcett, A. and Nicolson, N. (eds) (1994) Dyslexia in Children
– Multidisciplinary Perspectives (Harvester Wheatsheaf).
Gray, Amanda (1994) Spelling World (Nash Pollock Publishing, Oxford)
– a photocopiable spelling series comprising four books at
different levels based on the look, cover, write, check principle.
Covers 500 of the most commonly used words and contains a range
of activities to help with spelling with integrated handwriting
activities.
Hatcher, Peter (2000) Sound Linkage – An Integrated Programme
for Overcoming Reading Difficulties 2nd edition (Whurr) – contains ten
sections on developing phonological awareness, each giving a series
of focused activities on specific skills. The book opens with a
test of phonological awareness and the complete package is essentially
a self-contained programme on phonological awareness.
Hawley, G. (2002) SpLD Resources: a guide to the help available
to parents of children with special needs – a useful 80-page
compendium of information covering difficulties with reading and
writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia),
developmental coordination (dyspraxia), language impairment, autism
and ‘attention deficit disorder’. Contains details of
the national organisations that address it, together with a list
of books, pamphlets and websites. The guide costs £4.50, including
p & p, from Gillian Hawley (cheques to Gillian Hawley SpLD account),
The Old Bakery, Radwinter Road, Ashton, Essex CB10 2ET (01799 584424).
Readers in East Anglia, Rutland, Bedfordshire and Hertfordshire
receive a free 30-page supplement listing more than 150 special
needs teachers in the district.
Heaton, Pat (1996) Dyslexia – Parents in Need (Whurr) –
describes some of the responses from parents in answer to research
questions affecting parents of dyslexic children. It deals with
aspects such as early signs, language difficulties, parents’
feelings and perceptions, practical aspects and factors influencing
effective liaison with the school. The book contains activities,
including over twenty pages of word searches and other game-type
activities for identifying vowels and consonants.
Hinson, Mike, and Smith, Pete (1997) Phonics and Phonic Resources
(NASEN) – contains a detailed list of resources for phonics.
Part 1 covers phonics assessment and teaching, while part 2 covers
phonic resources. There is also a checklist of resources which includes
brief descriptions of some reading programmes.
Hunter-Carsch, M. (ed.) (2001) Dyslexia – a Psychosocial
Perspective (Whurr).
Keates, A. M. (2000) Dyslexia and Information and Communication
Technology (David Fulton).
Kirtley, Clare (1996) Story Rhyme photocopy masters, series editor
Usha Goswami (Oxford University Press) – based on the Oxford
Reading Tree, these photocopy masters help to increase awareness
of rhymes and provide opportunities for writing rhymes and practising
the analogy strategy. Contains activities on word families, listening
activities, recognising, reading and writing activities.
Lannen, S., Lannen, C. and Reid, G. (1997) Specific Learning Difficulties
(Dyslexia): a Resource Book for Parents and Teachers (Red Rose Publications).
Lettice, Lynn, and Nichols, Melsa (1999) Completely Out of Sight:
Common Words for Reading and Spelling (Easylearn) – contains
151 worksheets providing a variety of activities. Takes the requirements
of the National Literacy Strategy and Scottish National Guidelines
for English into account. Contains worksheets on high-frequency
words and other common words using strategies including look, cover,
write and check and games activities.
McCormack, Wyn (1998) Lost for Words: Dyslexia at Second Level
and Beyond – A Practical Guide for Parents and Teachers (Tower
Press, Dublin) – focuses on the Republic of Ireland education
system and, written from a parent-teacher perspective, provides
a descriptive account of how dyslexic children may progress through
the system – particularly in relation to how parents can help
their child at second level and beyond, how to cope with administration,
and career choice and accessing support services. Contextualised
within the Irish Republic, it describes services offered by specific
colleges and details aspects of school policy. There are also sections
on strategies for presenting and coping with different subject areas.
Moore, Kate (2000) Making Your Secondary Classroom Dyslexia-friendly
(Desktop Publications) – this short A4 illustrated booklet
provides some brief indication on aspects such as timetables, colour
coding, giving instructions, making worksheets and other key aspects
of a secondary classroom which can be challenging for pupils with
dyslexic difficulties. There are also five photocopiable pages of
memory activities for pupils, including how to remember months of
the year and days of the week.
Nash-Wortham, Mary (1993) Phonic Rhyme Time (Robinswood Press,
Stourbridge) – contains a collection of phonic rhymes which
the author suggests will help with speech and reading. It provides
an understanding of speech sounds and their creation, helped by
charts showing categories of phonic sounds and a phonic rhyme chart.
The book provides a collection of rhymes and analyses of the key
phonic aspects of the rhymes.
Nicolson, R. I. and Fawcett , A. J. (1999) ‘Developmental
Dyslexia: The role of the cerebellum’, Dyslexia: An International
Journal of Research and Practice, 5, 155–77.
O’Hare, A. and Khalid, S. (2002) ‘The Association of
abnormal cerebellar function in children with developmental coordination
disorder and reading difficulties’, in Dyslexia, 8, 4.
Ott, Philomena (1997) How to Detect and Manage Dyslexia: A Reference
and Resource Manual (Heinemann) – for professionals, parents
and dyslexic students and adults. It provides a historical account
detailing the growing awareness and impact of dyslexia in education,
legislation and society. Chapters on early identification, reading,
writing, spelling and mathematics provide information on approaches
for tackling dyslexia. This book also contains informative chapters
on music, looking at the implications of dyslexia for the musician,
and comprehensive chapters on the adolescent and adult dyslexic.
Payne, Trevor, and Turner, Elizabeth (1998) Dyslexia: A Parents’
and Teachers’ Guide (Multilingual Matters) – provides
an overview of some areas relating to dyslexia, with chapters on
reading, spelling, handwriting, writing and numeracy. There is also
a chapter on provision for dyslexic children. Essentially a practical
book, with many examples of practice based on the authors’
experiences.
Peer, L. and Reid, G. (eds.) (2001) Dyslexia: Successful Inclusion
in the Secondary School (David Fulton).
Peer, L. and Reid, G. (2003) An Introduction to Dyslexia (David
Fulton) – a clear and comprehensive introduction to dyslexia,
with a specific focus on the secondary stage.
Portwood, M. (2003) Dyslexia and Physical Education (David Fulton).
Poustie, Jan (1997) Identification Solutions for Specific Learning
Difficulties (Next Generation).
Pumfrey, P. and Reason, R. (1991) Specific Learning Difficulties
(Dyslexia) (Routledge).
Reason, R. and Boote, R. (1994) Helping Children with Reading and
Spelling: A Special Needs Manual (Routledge) – consists of
teaching plans incorporating a range of strategies intended for
use with children who have difficulty learning to read, write and
spell. The main themes of the book are encapsulated in the model
of literacy learning outlined by the authors – that is, one
which incorporates and distinguishes between meaning, phonics and
fluency. The authors suggest that these three areas interact with
each other at all stages from beginning reading to achieving competency.
Part one of the book develops this theme. Part two looks at reading,
part three at spelling, and part four at applications to the classroom.
The reading sections look at assessment, and the development of
reading skills through four stages, each stage incorporating aspects
of meaning, phonics and fluency. There are plentiful examples with
clearly presented case studies.
The spelling section contains descriptions of stages in learning
to spell; developing strategies for spelling; a personalised spelling
programme and games and activities. The handwriting section follows
the spelling chapter from the viewpoint that handwriting is a skill
which supports the development of spelling. This chapter provides
examples relating to concepts about handwriting, materials and resources,
models and teaching methods. The last two chapters provide examples
of how teachers have utilised the information, strategies and models
described.
Reid, Gavin (ed.) (1996) Dimensions of Dyslexia, Volumes 1 and
2 (Moray House Publications).
Reid, Gavin (2002) ‘With a Little Help from my Friends’:
Dyslexia – An Introductory Guide for Parents (Moray House
School of Education, University of Edinburgh) – this short
publication aims to provide clear and relevant advice to parents
on dyslexia. The booklet looks at key issues relating to assessment
and provides advice on assessment and resources. There are also
sections on ‘What is dyslexia?’, identification and
assessment, and support and strategies.
Reid, Gavin (2nd edition 1998; 3rd edition 2003) Dyslexia: A Practitioner’s
Handbook (Wiley) – provides an up-to-date and comprehensive
overview of the area of dyslexia and specific learning difficulties.
Also contains specific chapters on reading, spelling and writing,
as well as learning styles and study skills. It covers key issues
such as definitions, assessment approaches and the assessment process
in schools, teaching and curriculum approaches, and how research
on the reading process can be translated into practice. There are
chapters on resources and on further and higher education. The book
‘brings together current research, implications for assessment
É and practical activities É for teachers and those
on teacher training courses’.
Reid, Gavin and Wearmouth, J. (eds) (2002) Dyslexia and Literacy
– theory and practice (Wiley).
Reid, Gavin (2004) Dyslexia: A Complete Guide for Parents (Wiley).
Reid. Gavin and Fawcett, A. (eds) (2004) Dyslexia in Context: research, policy
and practice (Whurr).
Riddock, Barbara (1996) Living with Dyslexia (Routledge) –
this book provides an overview of dyslexia from a range of perspectives,
including educational, emotional, social, parent, teacher and children.
There is a chapter dedicated to case studies. The book is essentially
the product of a research project conducted by the author: it aims
to examine how information on living with dyslexia can be collected
in a systematic manner, and integrated with other forms of research
to increase one's understanding of dyslexia.
Another aim of the book is to raise constructive debate on the
advantages and disadvantages of using the label 'dyslexia'. Essentially,
the author provides a broader perspective of dyslexia, indicating
that it is more than just a reading disability. This in fact is
borne out by children’s own views – the focus of one
of the chapters.
Robertson, J. (2000) Dyslexia and Reading – a neuropsychological
approach (Whurr).
Schneider, E. and Crombie, M. (2003) Dyslexia and Modern Foreign
Languages (David Fulton).
Smith, D., Shirley, J. and Visser, J. (1996) Together for Reading
(NASEN) – the theme of this short book is teachers and parents,
and expresses the authors’ views that parents have an important
role in helping their child develop reading skills. It contains
suggestions on the importance of parental involvement, home-school
communication, organising a partnership scheme, and sections on
staff development and examples of workshops which could be used
to assist the teacher-parent partnership. An appendix contains checklists
for involving parents in reading, a summary of legislation and some
suggested strategies for decoding unknown words.
Smith, P., Hinson, M. and Smith, D. (1998) Spelling and Spelling
Resources (NASEN) – this book is divided into two areas: one
on the teaching of spelling – assessment, approaches and policy
– and the other on resources, including an index of spelling
resources as well as examples of software programs and useful websites.
There is also an annotated list of materials on spelling with an
indication of the suitability level.
Smythe I, Salter, R., and Everett, J. (eds) (2003) The International
Book of Dyslexia (Wiley).
Thomson, M. (3rd edition 1989) Developmental Dyslexia – studies
of disorders in communication (Whurr).
Thomson, M. (2001) The Psychology of Dyslexia – a handbook
for teachers (Whurr).
Thomson, M. and Watkins, E. (2nd edition 1998) Dyslexia: a teaching
handbook (Whurr).
Thomson, P. and Gilchrist, P. (1997) Dyslexia – a multidisciplinary
approach (Chapman and Hall).
Topping, K. J. (2001) Thinking Reading Writing: A Practical Guide
to Paired Learning with Peers, Parents & Volunteers (Continuum).
Townend, Janet, and Turner, Martin (eds) (1999) Dyslexia in Practice:
A Guide for Teachers (Kluwer) – contributions from experienced
practitioners from the Dyslexia Institute focus on phonological
awareness, spoken language, the bi-lingual dyslexic child, linking
assessment with a teaching programme, the teaching of basic reading
and spelling, developing writing skills, learning skills, mathematics,
the use of ICT, the challenges facing dyslexic adults, and linking
home and school.
Walton, Margaret (1998) Teaching Reading and Spelling to Dyslexic
Children (David Fulton) – this practical A4 size book begins
with a description of different reading approaches and strategies
which can be used for dyslexic children. The remainder of the book
focuses on a teaching programme beginning with the alphabet, then
sounds and blends.
Wearmouth, J., Soler, J. and Reid, G. (2003) Meeting Difficulties
in Literacy Development: Research, Policy and Practice (Routledge/Falmer).
West, Thomas G. (1991, second edition 1997) In the Mind’s
Eye: Visual Thinkers, Gifted People with Learning Difficulties,
Computer Images and the Ironies of Creativity (Prometheus Books)
– this text highlights the positive side of dyslexia. It provides
extensive profiles of gifted people such as Faraday, Einstein and
da Vinci, who were all dyslexic, and examines patterns in creativity.
It relates these patterns to computers and visual images and the
implications of these for dyslexic pupils and adults. There are
some insights into the potential of the dyslexic learner, perhaps
encapsulated in the statement ‘We ought to begin to pay less
attention to getting everyone over the same hill using the some
path. We may wish to encourage some to take different routes to
the same end. Then we might see good reasons for paying careful
attention to their descriptions of what they have found. We may
wish to follow them some day.’
Reading fluency:
The Hi-Lo readers from LDA and other similar books such as the series
of books for reluctant readers from Barrington Stoke Ltd can be
beneficial in relation to motivation and can help children with
dyslexia read more at home. These books, by highly experienced authors,
have been written with the reluctant reader in mind and they can
also help dyslexic children of all ages with reading fluency, reading
comprehension and developing processing speed.
Differentiated texts:
An example of this is the series of differentiated texts by Hodder
Wayland. They produce a series of books with two books on each of
the themes covered. These texts cover history topics such as World
War 2, geography such as floods, the world’s continents, and
other diverse topics such as energy, and cultural festivals. The
differentiated text has a reduced text length, more open page layout,
bullet points to help with accessing information, clear typeface,
captions in different print from the main text and the glossary
and index use more simplified vocabulary from the text which is
not differentiated.
Programmes,
Games and Software:
Acceleread, Accelewrite: A guide to using talking computers to
help children with reading and writing – Vivienne Clifford
and Martin Miles (1994), IAnsyst Ltd, 72 Fen Road, Cambridge, England
This guide helps the teacher access voice recognition systems for
the computer. The emphasis is on developing the practical skills,
but the guide also provides a theoretical understanding of the system.
The guide provides suggestions for using the applications for creative
and curriculum based work. The first two sections examine the hardware
which can be utilised and the theory behind the approach.
Essentially it provides the basis for a structural approach to
developing phonological skills in a multisensory way. Thus the pupil
reads the story, then types it into the computer, the computer then
repeats each word of the sentence to the child as the space bar
is pressed. The whole sentence is also spoken once the sentence
has been completed. The guide emphasises self-monitoring, auditory
and visual feedback.
An excellent range of activities and games to aid word access and
expressive language can be found on: http://members.tripod.com/~Caroline_Bowen/wordretrieval.html
Before Alpha: Learning Games for the Under Fives – this is
a programme of learning games developed by Bev Hornsby (1996, Souvenir
Press) which can be used with children under five. The games are
in a series of structured stages, are multi-sensory and aim to foster
language development and other pre-reading skills such as visual
and auditory perception and discrimination, fine motor control,
spatial relationships, knowledge of colour, number and directions.
Crossbow Education (41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902, website: www.crossboweducation.com
) specialise in games for children with difficulties in reading,
spelling and memory and produce game activities on literacy and
numeracy. These include Spingoes, an onset and rime spinner bingo
which comprises a total of 120 games using onset and rime; and Funics,
a practical handbook of activities to help children to recognise
and use rhyming words, blend and segment syllables, identify initial
phonemes and link sounds to symbols. Alphabet Lotto focuses on early
phonics, Bing-Bang-Bong and CVC Spring help develop competence in
short vowel sounds, and Deebees is a stick and circle board game
to deal with b/d confusion.
Other board games from Crossbow include ‘Magic-E’ Spinit
and Hotwords – a five-board set for teaching and reinforcing
‘h’ sounds such as ‘wh’, ‘sh’,
‘ch’, ‘th’, ‘ph’, ‘gh’
and silent ‘h’. Oh No is a times-table photocopiable
game book, and Tens n’ Units consists of spinning board games
to help children of all ages practise the basics of place value
in addition and subtraction.
Crossbow also publish materials such as Study Skills: A Multisensory
Guide, by Jenni Beard (2000).
Davis Dyslexia Correction Methods – an alternative treatment
which involves orientation and symbol mastery (Davis and Braun 1997)
Davis Dyslexia Association International, Los Angeles; tel: 1-888-999-3324;
fax: 1-650-692-7075; website: www.dyslexia.com
Dyslexia, Dyspraxia, Attention Disorder Treatment (DDAT) –
DDAT is the name given to the exercise-based treatment (Dore and
Rutherford, 2001) based on the cerebellar deficit theory (Fawcett
and Nicolson, 1994; Nicolson and Fawcett, 1999. This theory implies
that the cerebellum has an important function in relation to dyslexia
and other learning difficulties and their hypothesis supported by
earlier work on automaticity and more recent work on the role of
the cerebellum in language. The treatment programme also implicates
other aspects of neurological/biological development such as the
functioning of the magnocellular system, the inhibition of primitive
reflexes and fatty acid deficiencies.
Controlled studies which have sought to provide clinical evaluation
of the DDAT treatment have been implemented and reported (Reynolds,
Hambly and Nicolson (in press), although earlier reports on improvements
have not been without criticism, Wilsher (2002) commented on the
‘placebo effect’ in this type of treatment. While the
transfer of these improvements to reading has yet to be demonstrated,
it is encouraging that physiological and cognitive changes have
been noted, and additionally it is encouraging that the developers
of the programme are utilising data from school-based as well as
clinic-based programmes in their evaluations.
Dore, W. and Rutherford, R. (2001) ‘Closing the Gap’,
paper presented at the BDA 6th International Conference on Dyslexia,
York, on Dyslexia, Dyspraxia, Attention Deficit Hyperactivity Disorder
Treatment Centres (DDAT) – also see the DDAT website (www.ddat.co.uk)
for latest research reports
Wilsher, C. R. (2002) ‘A miracle cure? “Tonight with
Trevor McDonald”, ITV, 21.01.02’, in Dyslexia, 8, 2,
116–17.
Franklin Spellmasters – Franklin (tel: 0800 328 5618, website:
www.franklin-uk.co.uk)
have developed a range of electronic dictionaries to help master
spelling difficulties. Language master – phonetically spells
correctly over 130,000 words and has built-in grammar guide covering
70 topics. Spellmaster travel plus – spell corrector with
French translator which identifies and defines commonly confusable
words.
Games to Improve Reading Levels, by Jim McNicholas and Joe McEntree
(1991), consists of 74 games to help in the development of reading
skills. The games are categorised into topics such as directional
orientation, auditory skills, visual skills, vocabulary, word attack
skills, reading for meaning, and the development of phonic skills.
Published by NASEN.
Language Shock – Dyslexia across cultures. A Multimedia Training
Pack for learners, parents and teachers (European Children in Crisis
(ECIC). Dyslexia International – Tools and Technologies (DITT),
rue Defacqz 1, B – 1000, Brussels, Belgium) – created
to provide a European-wide perspective of dyslexia and particularly
the needs of staff in European multicultural, multilingual schools.
The package contains a detailed guide, a video and a website. The
package was developed by European Children in Crisis which is a
non-profit, non-governmental organisation to help promote the interests
of children with learning difficulties.
The guide is very informative and is divided into three sections,
the first one on understanding dyslexia, which includes chapters
on dealing with dyslexia and bilingualism and dyslexia. The second
section is on ‘dealing with dyslexia’ and contains chapters
on assessment and chapters specially written for teachers and for
parents. The last section provides further information which may
be useful for parents and teachers. There is a chapter on children’s
rights and resources and contacts. This contains details of European-wide
organisations and a summary of the education system and educational
initiatives in seventeen member states.
Letterland, developed by Lyn Wendon, consists of many different
elements. The materials are aimed at teaching reading, spelling,
writing and developing and sustaining motivation. The programmes
are internationally renowned, as well over fifty per cent of all
primary schools in England and Ireland rely on this programme (Letterland
International 1997). The materials consist of teachers' guides,
friezes, code cards, flashcards, word books, cassettes and songbooks,
copymasters, workbooks, games and resources, software, videos plus
materials specifically designed for use at home.
The programme may also be seen as a preventative approach, since
it is appropriate for early intervention and may also facilitate
the reinforcement of important developmental concepts in learning,
such as object constancy.
The Letterland system essentially grew out of close observations
of failing readers, and the materials reinforce the importance of
a reading for meaning orientation to print. The system encourages
motivation and exploration of written language and results in schools.
Wendon (1993) suggests that Letterland can account for a measurable
decrease in the number of children in schools requiring extra help
with reading and spelling.
Listening books (National Listening Library (12 Lant Street, London
SE1 1QT; tel: 020 7407 9417; email: lknightsbridge@listening-books.org.uk,
website: www.listening-books.org.uk)
help to provide language experience.
Mind Games – a visual learning programme using pictorial alphabet
and numbers, for ages 7–17. Available from www.ukdyslexialive.co.uk
Multi-Sensory Learning (Highgate House, Grooms’ Lane, Creaton,
Northants NN6 8NN; tel: 01536 399002) produce games and practical
activities, including homophone games designed to improve spelling
and recognition of 120 key words.
Multisensory Teaching System for Reading (MTSR) is a well-evaluated
programme. The programme was designed to promote phonological awareness,
ensure overlearning and to give time for review and attainment mastery.
It is based on cumulative, structured sequential multisensory delivery
with frequent small steps. The authors (Johnson, Philips and Peer
1999) conducted a research study into the use of the programme and
found, as well as the above, it also encourages independent learning
and improves self- esteem.
Paired reading can be done at home, and actively involves the parent
and the child. Keith Topping, from The Centre for Paired Learning
(see Useful Websites), suggests that paired reading is a very successful
method and involves the parent (tutor) and the child (tutee) reading
aloud at the same time. It is however a specific, structured technique.
Both parent and child read all the words out together, with the
tutor modulating their speed to match that of the child, while giving
a good model of competent reading. The child must read every word
and when the child says a word wrong, the tutor just tells the child
the correct way to say the word. The child then repeats the word
correctly and the pair carry on.
Saying ‘no’ and giving phonic and other prompts is forbidden.
However, tutors do not jump in and correct the child straight away;
rather, the tutor pauses and gives the child four or five seconds
to see if they will put it right by themselves. It is intended only
for use with individually chosen, highly motivating, non-fiction
or fiction books which are above the independent readability level
of the tutee. One of the important aspects of paired reading, and
indeed any reading activities, is praise – the parent should
look pleased when the child succeeds using this technique.
Peer tutoring is a technique similar to paired reading, but using
another, older, child as the tutor. A recent project on peer tutoring
using paired reading in primary schools in Scotland (the ‘Read
On’ project) showed gains larger than would normally be expected.
The Read On project website (see below) includes many free resources
and data on evaluation. A video resource pack for peer tutoring
is Paired Reading and Peer Tutoring. The linked Thinking Reading
Writing website associated with Keith Topping has many free resources
for paired reading, thinking, writing and spelling. Further information
is available from the Centre for Paired Reading website (also at
www.dundee.ac.uk/psychology/TRW),
where details of Keith Topping’s book Thinking Reading Writing:
A Practical Guide to Paired Learning with Peers, Parents & Volunteers
(Continuum) can be found.
Penfriend – this software from Design Concept (30 South Oswald
Road, Edinburgh EH9 2HG; tel: 0131 668 2000) provides an excellent
word-prediction tool and also has an onscreen keyboard specifically
intended for children with dyslexia and writing difficulties. It
also provides three lexicons for different ages, and new word lists
for different topics can be created.
Phonic Code Cracker is a set of materials subdivided into twelve
units, each unit covering a different aspect of teaching literacy,
e.g. Unit 3 deals with initial and final consonant blends, Unit
5 deals with common word endings and Unit 9 deals with common silent
letters.
Phonic Code Cracker (Russell 1993, revised 2000) is a very comprehensive
and teacher friendly set of materials. The scheme has been devised
to provide intensive phonic practice for children who have been
having difficulty acquiring basic literacy skills. It has been successfully
used with children with specific reading difficulties in mainstream
primary and secondary schools.
Essentially the scheme consists of support material and can be
successfully used in combination with other schemes. Precision teaching
methods are used, but no timescale is recommended as the author
acknowledges that each child will have a different rate of learning.
Assessment of the pupil’s progress is measured through the
use of pupil record sheets. There are also fluency tests, time targets,
accompanying computer software and – very important for building
self-esteem – a mastery certificate which the child can retain
as a record of his/her achievement.
Phonological Awareness Training: A New Approach to Phonics –
developed by Jo Wilson (1993, Educational Psychology Publishing,
University College, London), this is a specific programme on a particular
aspect of literacy development – phonological awareness. The
programme complements other types of activities such as stories,
poems and rhymes which are beneficial to the development of phonological
awareness. The essential component is the use of analogies to help
children read and spell.
It is suggested that research shows that familiarity with onsets
and rimes is a necessary prerequisite to competence in phonics and
programmes utilising the principle of onsets and rimes can help
children learn to read. The programme consists of 25 worksheets,
reading lists, dictation sheets and ‘rime’ display sheets.
It can be used with an individual child or with a group and is suitable
for children of seven years and upwards.
Read and Write Educational Supplies (Mount Pleasant, Mill Road,
Aldington, Ashford, Kent TN25 7AJ; tel/fax: 01233 720618) supply
specialised books, computer games and pencil and paper games, and
teaching aids for dyslexic pupils, teachers and parents.
TextHelp Systems Ltd (Enkalon Business Centre, 25 Randalstown Road,
Antrim BT41 4LJ, Northern Ireland. tel: + 44 1849 428105; fax: +44
1849 428574; email: info@texthelp.com
website: www.texthelp.com
) produce software which can assist in the writing of essays and
with grammar and spelling.
The TextHelp program is particularly useful for assisting with
essay writing. TextHelp has a read-back facility and a spellchecker
that includes a dyslexic spellcheck option that searches for common
dyslexic errors. Additionally TextHelp can predict a word from the
context of the sentence, giving up to ten options from a drop-down
menu. Often dyslexic pupils have a word-finding difficulty and this
feature can therefore be very useful. This software also has a ‘word
wizard’ that provides the user with a definition of any word;
options regarding homophones; an outline of a phonic map; and a
talking help file.
THRASS – The Teaching of Handwriting, Reading and Spelling
Programme, known as THRASS, can be useful as support approach and
an indivdualised programme. THRASS has many different aspects which
can be accessed by children and parents. Details of these can be
found in the comprehensive THRASS website: www.thrass.com.
THRASS involves multisensory methods and practice in pre-writing
skills such as beads threading, shape and pattern copying, tracing,
colouring in, and writing letters in sand – try to ensure
that work at home is not only with the use of pencil and paper.
Toe-by-Toe – this reading programme, and its sequel Stride
Ahead, both focus upon the underlying mechanics of reading and do
not require any specialist training. It is a multisensory teaching
method highly recommended for teachers and parents. The programme
has a phonic element with some focus on the pupil’s memory
through the planning and the timing of each of the lessons in the
book. It can readily be used by parents and the instructions are
very clear. The Toe by Toe Multisensory Manual for Teachers and
Parents, by Keda Cowling, is available from Toe by Toe, 8 Green
Road, Baildon, West Yorkshire BD17 5HL; tel: 01274 598807.
Wordwasp (Word Articulation Spelling and Pronunciation) –
a spelling programme, by Harry Cowling, ‘designed for the
kitchen table ... for use at home and at school.’ It is available
from Wasp Publications, 128 Bradford Road, Staningley, Leeds LS28
6UR; tel: 0113 2109838.
Useful
addresses & websites:
Ann Arbor Publishers, PO Box 1, Belford, Northumberland NE70 7JX;
website: www.annarbor.co.uk,
provide a considerable amount of resources, most of which focus
directly on literacy skills. For example, in relation to written
expression, the Teaching Written Expression resource may be useful.
This programme offers a theoretical framework and a practical step-by-step
guide to developing sentences, constructing paragraphs, editing
and developing a ‘sense of audience’.
Barrington Stoke Ltd, 10 Belford Terrace, Edinburgh EH4 3DQ; website:
www.barringtonstoke.co.uk,
provide a range of books for reluctant readers, including teenage
fiction.
Better Books, 3 Paganel Drive, Dudley DY1 4AZ; website: www.betterbooks.co.uk
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire,
RG1 5AU; tel: 0118 966 2677; email: admin@bda-dyslexia.demon.co.uk;
website: www.bda-dyslexia.org.uk
Computer games can be useful, as some of these can help with processing
speed utilising both visual and auditory modalities – sources
include:
Becta (British Educational Communications and Technology Agency),
Milburn Hill Road, Science Park, Coventry CV4 7JJ; tel: 024 7641
6994; fax: 024 7641 1418; email:
becta@becta.org.uk; website: www.becta.org.uk
KCS – Tools for the Computer Enabled, Freepost, Southampton
SO17 1YA; tel: 0123 80584314; fax: 0123 80584320; email: info@keytools.com
Becta (British Educational and Technology Agency), Milburn Hill
Road, Science Park, Coventry CV4 7JJ; tel: 024 7641 6994; fax: 024
7641 1418; email: becta@becta.org.uk
Xavier Educational Software Ltd, Psychology Department, University
College of Wales, Bangor, Gwynedd LL57 2DG; tel: 01248 382616; fax:
01248 382599; email: xavier@bangor.ac.uk);
website: www.xavier.bangor.ac.uk
Scottish Council for Educational Technology (SCET), 74 Victoria
Crescent Road, Glasgow G12 9JN; tel: 0141 337 5051.
Crick Software, website: www.cricksoft.com/uk
Crossbow Education, 41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com
– games for learning.
Design Concept, 30 South Oswald Road, Edinburgh EH9 2HG; tel: 0131
668 2000.
Desktop Publications, 54 Railway Street, Barnetby-le-wold, North
Lincolnshire DN38 6DQ; tel: 01652 688781; fax: 01652 688850, website:
www.desktoppublications.co.uk
Dyscovery Centre, 4a Church Road, Whitchurch, Cardiff CF14 2DZ; tel: +44 (0) 29 2062 8222; fax: +44 (0) 29 2062 8333 website: www.dyscovery.co.uk – a multidisciplinary assessment centre for dyslexia, dyspraxia, attention deficit disorder and autistic spectrum disorders.
Dyslexia in Scotland, Stirling Business Centre, Wellgreen, Stirling
FK8 2DZ; tel: 01786 446650; website: www.dyslexia-in-scotland.org
Dyslexia Institute, Head Office and National Training and Resource
Centre, Park House, Wick Road, Egham, Surrey TW20 0HH; tel: 01784
222300; fax: 01784 222333; email:
info@dyslexia-inst.org.uk;
website: www.dyslexia-inst.org.uk
Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18
2AJ; tel: 01784 463851; website: www.dyslexia-inst.org.uk
Dyslexia Research Trust, website: www.dyslexic.org.uk
– a detailed site giving current research, newsletter, conferences
and publications, upcoming talks and lectures.
Dyslexia UK charity, website: www.dyslexia.uk.com
– a knowledge site providing information and guidance on all
topics relating to dyslexia.
Easylearn, Trent House, Fiskerton, Southwell, Notts. NG25 0UH;
tel: 01636 830240; website: www.easylearn.co.uk
Easy Reader, 4 White Hart Street, Thetford IP24 1AD; tel/fax: 01842
760007; website: www.easyreader.org.uk
Egon Publishers, Royston Road, Baldock, Herts SG7 6NW; tel:01462
894498; website: www.egon.co.uk
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Folens Publishers, Unit 20, Apex Business Centre, Boscombe Road,
Dunstable, Bedfordshire LU5 4RL; tel: 01582 470821; email: folens@folens.com;
website: www.folens.com
Franklin Spellmasters (tel: 0800 328 5618, website: www.franklin-uk.co.uk)
– for a range of electronic dictionaries to help master spelling
difficulties.
Helen Arkell Dyslexia Centre, Frensham, Farnham, Surrey GU10 3BW;
tel: 01252 792400; website: www.arkellcentre.org.uk
Hornsby International Dyslexia Centre, Wye Street, London, SW11
2HB; tel: 020 7223 1144; website: www.hornsby.co.uk
iANSYST Ltd, Fen House, 72 Fen Road, Cambridge CB4 1UN; tel: 01223
420101; fax: 01223 426644; websites: www.dyslexic.com
Inclusive Technology, website: www.inclusive.co.uk
Jessica Kingsley Publishers have an extensive catalogue of relevant
books – website: www.jkp.com
LDA, Duke Street, Wisbech, Cambs PE13 2AE; website: www.ldalearning.com
Listening books – listening books can be helpful as they
help to provide language experience. They can be accessed at the
national listening library website: www.listening-books.org.uk;
tel: 020 7407 9417, 12 Lant Street, London SE1 1QT; email: lknightsbridge@listening-books.org.uk
Lucky Duck Publishing, 3 Thorndale Mews, Clifton, Bristol BS8 2HX;
website: www.luckyduck.co.uk
Multi-Sensory Learning, Highgate House, Grooms’ Lane, Creaton,
Northants NN6 8NN; tel: 01536 399002.
National Association of Special Educational Needs (NASEN), Nasen
House, 4-5 Amber Business Village, Amber Close, Amington, Tamworth
B77 4RP; tel: 01827 311500; fax: 01827 313005; email: welcome@nasen.org.uk
; website: www.nasen.org.uk
Next Generation Publications, 68 Hamilton Road, Taunton, Somerset
TA1 2ES; website: www.janpoustie.co.uk
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201, website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Paired Reading and Peer Tutoring:
www.dundee.ac.uk/psychology/ReadOn
– the Read On project website, with many free resources and
data on evaluation.
www.dundee.ac.uk/psychology/TRW
– the Thinking Reading Writing and Centre for Paired Reading
website associated with Keith Topping, with many free resources
for paired reading, thinking, writing and spelling. Summaries of
this broader work are available on the Scottish Council for Research
in Education website (www.scre.ac.uk/spotlight/index.html
– Spotlights 82 and 83).
www.dundee.ac.uk/psychology/c_p_lear.html
– the Centre for Paired Learning website contains information
and details of linked publications.
Professional Association of Teachers of Students with Specific Learning Difficulties (Patoss),
website: www.patoss-dyslexia.org
REM, Great Western House, Langport, Somerset TA10 9YU; tel: 01458
254750; fax: 01458 254751; website: www.r-e-m.co.uk
SEMERC software publishers, website: www.blackcatsoftware.com
SEN Marketing, 618 Leeds Road, Outwood, Wakefield, West Yorkshire
WF1 2LT; website: www.sen.uk.com
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
Stass Publications’ catalogue contains books and materials
all written by speech and language therapists: Stass publications,
44 North Road, Ponteland, Northumberland, NE20 9UR; tel/fax: 01661
860440; email: susan@stass.demon.co.uk
TextHelp Systems Ltd, Enkalon Business Centre, 25 Randalstown Road,
Antrim BT41 4LJ, Northern Ireland; tel: + 44 1849 428 105; fax:
+44 1849 428 574; email: info@texthelp.com;
website: www.texthelp.com
THRASS website: www.thrass.com
Whurr Publishers, 19b Compton Terrace, London N1 2UN; website:
www.whurr.co.uk
www.cogneuro.ox.ac.uk/dyslexia/
– an Oxford University site with updates about neuro-physiological
dyslexia research.
www.dyslexics.org.uk
– highly recommended coverage of things that can be done at
home
www.dyslexiaa2z.com
www.equazen.com
- for information about fatty acids.
www.gavinreid.co.uk
– contains over 40 links and articles on dyslexia and details
of publications.
www.Iamdyslexic.com –
the site of a dyslexic 14-year-old.
www.ldonline.org –
a useful all-round American site
www.patoss-dyslexia.org
Xavier Educational Software, website: www.xavier.bangor.ac.uk
Home
support:
What
are literacy difficulties/dyslexias?
These are difficulties with reading and/or spelling. They are
likely to be associated with visual and/or phonological processing
difficulties, and/or dyspraxias.
How
will this affect my child?
Your child may find school discouraging, and show a number of
avoidance behaviors which may be distressing for the family. At
home, he/she will try to avoid reading, and will dislike writing,
and homework may become be a painful battle.
How
can I help?
Reassure your child that lots of famous and successful people found
reading and spelling hard at school.
Ask the pupil’s teacher if you may sometimes ‘scribe’
homework – that is, your child dictates the answers to you.
This allows your child to experience composing text without the
usual literacy barriers standing in the way. It also allows the
content to be processed much faster and more effectively.
The technique called Mind Mapping© is usually an effective
way to remember items visually, and this technique also helps to
organise items. The Mind Map© Book by Tony Buzan (BBC Books)
provides good examples of the use of this strategy.
Reading at home:
Reading programmes such as Toe by Toe can be carried out in the
home, as the programme does not require any specialist training.
The Toe by Toe Multisensory Manual for Teachers and Parents, by
Keda Cowling, is available from Toe by Toe, 8 Green Road, Baildon,
W.Yorks BD17 5HL; tel: 01274 598807. It can be readily used by parents
and the instructions are very clear. Its sequel, Stride Ahead, builds
upon the decoding skills focused upon in Toe-by-Toe, and develops
speed or reading and comprehension.
Paired reading:
This can also be done at home, and it actively involves the parent
and the child. It involves the parent (tutor) and the child (tutee)
reading aloud at the same time. Both parent and child read all the
words out together, with the parent modulating their speed to match
that of the child, while giving a good model of competent reading.
It is intended only for use with individually chosen, highly motivating,
non-fiction or fiction books which are above the independent readability
level of the child. One of the important aspects of paired reading,
and indeed any reading activities, is praise – the parent
should look pleased when the child succeeds using this technique.
A similar technique can be used with another, older, child as the
tutor.
The series of books for reluctant readers from Barrington Stoke
Ltd (10 Belford Terrace, Edinburgh EH4 3DQ) can be beneficial in
relation to motivation and can help children with dyslexia read
more at home. These books, by highly experienced authors, have been
written with the reluctant reader in mind and they can also help
dyslexic children of all ages with reading fluency, reading comprehension
and developing processing speed.
Crossbow Education (41 Sawpit Lane, Brocton, Stafford ST17 0TE
www.crossboweducation.com
) specialise in games for children with difficulties in reading,
spelling and memory, and produce game activities on literacy, and
numeracy.
Computer games and pencil-and-paper games are among the resources
available from Read and Write Educational Supplies (Mount Pleasant,
Mill Road, Aldington, Ashford, Kent TN25 7AJ; tel/fax: 01233 720618),
who supply specialised books, games and teaching aids for dyslexic
pupils, teachers and parents.
Listening books, available from the National Listening Library
(12 Lant Street, London SE1 1QT; tel: 020 7407 9417; email: lknightsbridge@listening-books.org.uk;
website: www.listening-books.org.uk),
help to provide language experience.
Coloured overlays can be helpful in some situations – details
from I.O.O. Marketing Ltd; tel: 020 7378 0330; fax: 020 7403 8007;
website: www.ioomarketing.co.uk
The Word Wasp spelling programme (Word Articulation Spelling and
Pronunciation) by Harry Cowling is ‘designed for the kitchen
table ... for use at home and at school’. Wasp Publications,
128 Bradford Road, Staningley, Leeds LS28 6UR; tel: 0113 2109838.
Franklin Spellmasters – Franklin (tel: 0800 328 5618; website:
www.franklin-uk.co.uk)
have developed a range of electronic dictionaries to help master
spelling difficulties.
Where
can I find out more?
The Thinking Reading Writing website (www.dundee.ac.uk/psychology/TRW)
has many free resources for paired reading, thinking, writing and
spelling. Summaries of this broader work are available on the Scottish
Council for Research in Education website (www.scre.ac.uk/spotlight/index.html
– Spotlights 82 and 83).
Further information is available from the Centre for Paired Reading
website (also at www.dundee.ac.uk/psychology/TRW),
where details of the publication Thinking Reading Writing: A Practical
Guide to Paired Learning with Peers, Parents and Volunteers, by
Keith Topping (2001) (Continuum) can be found. The Centre for Paired
Learning website is www.dundee.ac.uk/psychology/c_p_lear.html
and contains information and details of linked publications.
Dyscovery Centre, 4a Church Road, Whitchurch, Cardiff CF14 2DZ; tel: +44 (0) 29 2062 8222; fax: +44 (0) 29 2062 8333 website: www.dyscovery.co.uk – a multidisciplinary assessment centre for dyslexia, dyspraxia, attention deficit disorder and autistic spectrum disorders.
Living with Dyslexia, by Barbara Riddock (1996) (Routledge), provides
an overview of dyslexia from a range of perspectives, including
educational, emotional, social, parent, teacher and children.
Dyslexia – Parents in Need, by Pat Heaton (1996) (Whurr),
describes some of the responses from parents in answer to research
questions affecting parents of dyslexic children. It deals with
aspects such as early signs, language difficulties, parents’
feelings and perceptions, practical aspects and factors influencing
effective liaison with the school.
Dyslexia: A Complete Guide for Parents, by Gavin Reid (2004) (Wiley).
Specific Learning Difficulties (Dyslexia): A Resource Book for
Parents and Teachers, by Sionah Lannen, Colin Lannen and Gavin Reid
(1997) (Red Rose Publications).
The Dyslexia Handbook, produced annually by the British Dyslexia
Association (98 London Road, Reading, RG1 5AU), contains many short
articles on dyslexia, details of providers of resources and of British
Dyslexia association branches throughout Britain and Europe.
Together for Reading, by Dorothy Smith, John Shirley and John Visser
(1996) (NASEN).
Learning Styles: A Guide for Teachers and Parents, by Barbara Given
and Gavin Reid (1999) (Red Rose Publications).
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Language Shock – Dyslexia across Cultures. A Multimedia Training
Pack for learners, parents and teachers, from European Children
in Crisis (ECIC), Dyslexia International – Tools and Technologies
(DITT), rue Defacqz 1, B – 1000, Brussels, Belgium.
Dyslexia: A Parents’ and Teachers’ Guide, by Trevor
Payne and Elizabeth Turner (1998) (Multilingual Matters Ltd).
‘With a Little Help from my Friends’ – Dyslexia:
An Introductory Guide for Parents, by Gavin Reid (2002), University
of Edinburgh, Moray House School of Education, Edinburgh.
In the Mind’s Eye: Visual Thinkers, Gifted People with Learning
Difficulties, Computer Images and the Ironies of Creativity, by
Thomas G. West (1991, second edition 1997) (Prometheus Books).
Mind Games – a visual learning programme using pictorial alphabet
and numbers, for ages 7–17. Available from www.ukdyslexialive.co.uk
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201, website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
SpLD Resources, www.dyslexia.org.uk hosts a guide to the help available to parents of children with special needs – a useful compendium of information covering difficulties with reading and writing (dyslexia), numeracy (dyscalculia), handwriting (dyslexia), developmental coordination (dyspraxia), language impairment, autism and ‘attention deficit disorder’. Lists details of the national organisations that address a range of SEN needs, together with a list of books and pamphlets.
Some useful addresses:
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire
RG1 5AU; tel: 0118 966 2677; email: admin@bda-dyslexia.demon.co.uk
website: www.bda-dyslexia.org.uk
Dyslexia in Scotland, Stirling Business Centre, Wellgreeen, Stirling,
FK8 2DZ; tel: 01786 446 650.
Dyslexia Institute, Head Office and National Training and Resource
Centre, Park House, Wick Road, Egham, Surrey TW20 0HH; tel: 01784
222300; fax: 01784 222333;
email: info@dyslexia-inst.org.uk;
website: www.dyslexia-inst.org.uk
The Dyslexia Institute, 133 Gresham Road, Staines, Middlesex. www.dyslexia-inst.org.uk
Helen Arkell Dyslexia Centre, Frensham, Farnham, Surrey GU10 3BW;
tel: 01252 792400; website: www.arkellcentre.org.uk
Hornsby International Dyslexia Centre, Wye Street, London SW11
2HB; tel: 020 7223 1144; website: www.hornsby.co.uk
Other useful websites:
www.dyslexiaa2z.com
www.dyslexiacentre.com
www.dyslexics.org.uk
– highly recommended coverage of things that can be done at
home.
www.gavinreid.co.uk
– contains over 40 links and articles on dyslexia and details
of publications.
www.Iamdyslexic.com –
the site of a dyslexic 14-year-old.
www.ldonline.org – a
useful all-round American site
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