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Teaching Literacy to Learners with Dyslexia
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Teaching Literacy to Learners with Dyslexia
A Multi-sensory Approach



424 pages | SAGE Publications Ltd

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.

 
About the Authors
 
Acknowledgements
 
Introduction
 
List of Figures
 
List of Downloadable Content
 
PART ONE: TEACHING LEARNERS WITH DYSLEXIA: THEORY AND CONTEXT
 
The Contribution of Theories of Causation to the Development of a Multi-Sensory Teaching Programme
 
The Role of Memory in Acquiring Literacy Skills
 
Phonological Skills, Literacy and Dyslexia
 
The Development of Reading Skills
 
Spelling Development and Dyslexia
 
Teaching Handwriting
 
Dyslexia and Learners for Whom English is an Additional Language
 
PART TWO: CONQUERING LITERACY: A MULTI-SENSORY PROGRAMME FOR TEACHING LEARNERS WITH DYSLEXIA - TEACHING STRATEGIES
 
Principles, Teaching Strategies and Programme Structure
 
Lesson Planning
 
Alphabet and Dictionary Work
 
Introducing the New Teaching Point in a Lesson
 
The Role of Memory in the Programme
 
Study Skills within the Programme
 
PART THREE: CONQUERING LITERACY: A MULTISENSORY PROGRAMME
The Conquering Literacy Programme: Examples of Activites

 
 
PART FOUR: ADAPTING THE PROGRAMME
 
Section A: The Accelerated Programme
 
Section B: Ideas for Working with Young Children
 
Section C: Teaching the Programme to Groups
 
PART FIVE: RESOURCES

'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.

Miss Julia Chiari
Employability, Work Ready People- Hit
July 23, 2015

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

Julian Brown
School of Education (Park Campus), Northampton University
May 21, 2015

With many dyslexic learners this is an invaluable toolkit. It explains theories and gives good examples.

Mr Oliver Johnstone
Public Services Department, Calderdale College
May 7, 2015

This multi-sensory approach will not only support learners with dyslexia but all learners.

Mrs Jo Pothecary
Student Support & Engagement, Wiltshire College
February 4, 2015

Excellent resource for learners considering the specialist optional units. Provides learners with a great in sight.

Mrs Sharon Lock
Comm, Adult Educ. Centre
July 14, 2014

Excellent text and on recommeneded reading list

Dr Ann Marie Casserly
Dept of Education, St Angela's College
June 3, 2014

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!

Miss Jade-Marie Davies
Performing Arts, Filton College
March 25, 2014

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.

Mrs Sue Fraser
School of Education, Social Work &, Dundee University
January 8, 2014

Good book, overall useful for a wide range of educational and other staff working in inclusive primary school education

Ms Andrea Hasselbusch
School of Health & Social Care, Bournemouth University
November 25, 2013

Kathleen Kelly

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant in the field of specific learning difficulties. She was previously a senior lecturer at Manchester Metropolitan University in the Centre for Inclusion and Special Educational Needs. For several years she has taught courses on specific learning difficulties (dyslexia) to undergraduates as part of the initial teacher training programme in addition to postgraduate awards. She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and is Associate Member of the British... More About Author

Sylvia Phillips

Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, began her career as a teacher of English in secondary schools where she first became interested in why some learners had severe literacy difficulties. She later joined Manchester Metropolitan University where she was a Principal Lecturer, Head of SEN, and then Head of Continuing Professional Development. At MMU she developed the first courses for specialist dyslexia teachers at both undergraduate and postgraduate levels. During her time there, she also continued to work in primary, secondary and special schools both with teachers and directly with pupils. She developed and taught on SEN courses... More About Author

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