Teaching Literacy to Learners with Dyslexia
A Multi-sensory Approach
- Kathleen Kelly - Independent Consultant
- Sylvia Phillips - Glyndwr University, UK
Providing a structured program for teaching literacy to children and young people with dyslexia and specific literacy difficulties, this book makes explicit links between theory, research, and practice. It offers a structured, cumulative, multi-sensory teaching program for learners with dyslexia, and draws attention to some of the wider aspects of the learning styles and differences of learners with dyslexia such as memory, information processing, and automaticity.
The book discusses:
- The rationale for a structured multi-sensory approach
- The development of phonological, reading, writing and spelling skills
- Working with learners who have English as an Additional Language (EAL)
- Lesson structure and lesson planning
- Alphabet and dictionary skills
- Memory work and study skills
- Teaching the program to groups
- Ideas for working with young children
Designed to help support any learner, ages 5 to 18, with dyslexia or specific learning difficulties, the authors encourage the use of the program as part of the specialist teaching of learners with dyslexia while giving strategies for everyday teaching to not only develop literacy but to put learners with dyslexia in control of their own learning. There are tried and tested strategies and activities provided, which the reader can use to support their literacy work. Particularly useful for teachers working with learners who have special educational needs and specifically those with dyslexia, this book contains everything you need to help improve and develop the literacy skills of the learners in your setting.
'Teaching Literacy to Learners with Dyslexia' has it all - a feast of practice offering a prescription for success. All teachers will be eager to get their hands on this book! Grounded in solid and up to date research, it combines best practice in teaching literacy with insights into the cognitive and practical skills essential for literacy learning. Part II on 'conquering literacy' is a complete multisensory teaching programme and one that echoes the spirit of recent government initiatives that purport to effectively deal with dyslexia and their desire to boost the training of teachers in this area. This book shows exactly how to achieve this! Steeped in the long established tradition of the most appropriate and successful approaches for teaching children with dyslexia Kathleen Kelly and Sylvia Phillips, using their vast knowledge base and unquestionable experience, have utilised, what is considered by most, to be best practice in teaching literacy and incorporated this into a 'user-friendly' teaching manual. By providing a clear rationale and practical explanations of literacy concepts and conventions they will simplify the task of dealing with the literacy challenges for many teachers. Every school needs to have access to this book' -
Dr. Gavin Reid, Educational Psychologist, International Consultant and author
'This book provides a very thorough description of the different arguments surrounding issues discussed in each chapter. It is clear and to the point, and is backed up with very helpful examples to support teachers' -
Sue Goff, Dyslexia Advisor, Student Support, University of Chichester
'Dr Gavin Reid's enthusiastic endorsement of this book promises 'a feast of practice offering a prescription for success' and certainly gives the reader high expectations of what follows. The authors are very experienced Programme Leaders in the field of Specific Learning Difficulties and together they have produced a very detailed and comprehensive and structured programme for teaching literacy which does not disappoint' -
SEN Magazine
'This has proven to be one of the single most valuable and useful publications I have purchased to support my work as a specialist teacher...Since purchasing this, I use it as the sole programme for teaching individuals with dyslexia or dyslexia-type difficulties in my role of a specialist teacher due to the ease of use and clarity it has'
-World of Dyslexia Newsletter
This is a very well written and useful text. I have seen some very good ideas and will use these with future required situation as a teacher. I would recommend this to teachers in training or need help with Students with ALN.
This is a very useful text which we have added to our MA module about dyslexia. It is also on our list of suggested reading for an OCR qualification for teachers supporting and assessing students with dyslexia
With many dyslexic learners this is an invaluable toolkit. It explains theories and gives good examples.
This multi-sensory approach will not only support learners with dyslexia but all learners.
Excellent resource for learners considering the specialist optional units. Provides learners with a great in sight.
Excellent text and on recommeneded reading list
great resources for myself and my students! will definitely be using this within my teaching! easy to follow. easy to read! Great for embedding functional skills into classes for my dyslexic students!
As background information for planning lectures this is a very informative book. A large part of it is dedicated to activities and lessons for delivering a multisensory approach to teaching. This would be ideal for teachers and other practitioners.
Good book, overall useful for a wide range of educational and other staff working in inclusive primary school education
Sample Materials & Chapters
Conquering Literacy: Placement Test
Conquering Literacy Accelerated Programme Skills
Figure 9.1 Model for Lesson Plan Lasting One Hour
Figure V.11 Alphabet Sequencing Cards
Figure V.17 Stimulus Response Routine
Figure V.18 Visual Discrimination Exercise
Figure V.19 Shared Story Kit's Tip
Figure V.21 Vowel Suffix Frame
Figure V.22 4-in-a-Row Reading Game
Figure V.23 Crossword Puzzle 'igh'
Figure V.24 Additional Strategies for Teaching Irregular Spellings
Figure V.25 Examples of Computer Software
Figure V.26 Useful Addresses for Basic Teaching Resources
Figure V.1 Concept Cards 1-8 Front
Figure V.2 Concept Cards 1-8 Reverse
Figure V.3 Concept Cards 9-16 Front
Figure V.4 Concept Cards 9-16 Reverse
Figure V.5 Concept Cards 17-24 Front
Figure V.6 Concept Cards 17-24 Reverse
Figure V.7 Concept Cards 25-32 Front
Figure V.8 Concept Cards 25-32 Reverse
Figure V.9 Concept Cards 33-40 Front
Figure V.10 Concept Cards 33-40 Reverse
Table IV.1 Accelerated Programme Structure Table
Table IV.2 The Accelerated Programme: Record Sheet Note: Rejoin Main Programme a
Table V.1 Main Programme Record Sheet