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Teaching Literacy to Learners with Dyslexia
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Teaching Literacy to Learners with Dyslexia
A Multisensory Approach

Fourth Edition
February 2025 | 536 pages | SAGE Publications Ltd
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This bestselling book for teaching literacy to children and young people aged 4-16 years with dyslexia and other specific literacy difficulties has been fully updated for its fourth edition.

Providing a structured multisensory programme, ‘Conquering Literacy’, that includes placement tests, well-established strategies and examples of lesson planning, teaching activities, and reading, spelling and literacy concept cards, this book is an essential practical resource for teachers.

This new edition includes:

  • 51 new activities (online) to support the delivery of the Accelerated Programme.
  •  A new chapter on co-occurring difficulties and the implications for teaching literacy using Conquering  Literacy.
  • Additional examples and case studies.
  • New resources within the book itself, to support the teacher in delivering the lessons.

A variety of structured reading materials to develop reading comprehension for students working at Stage 2 of the programme 

 
Part I: Teaching learners with dyslexia: Theory and context
 
Chapter 1: What is dyslexia?
 
Chapter 2: Dyslexia and co-occurring difficulties: Implications for teaching literacy to learners with dyslexia
 
Chapter 3: The role of memory in acquiring literacy skills
 
Chapter 4: Phonology, phonological awareness and literacy
 
Chapter 5: Reading, spelling and dyslexia: Theory and research
 
Chapter 6: Dyslexia and learners for whom English is an additional language
 
Part II: Teaching literacy to learners with dyslexic-type difficulties
 
Chapter 7: Strategies for reading
 
Chapter 8: Strategies for spelling
 
Chapter 9: Strategies for writing
 
Part III: Conquering literacy: A multisensory programme for teaching learners with dyslexia
 
Chapter 10: Principles, teaching methods and programme structure
 
Chapter 11: Lesson planning
 
Chapter 12: Alphabet knowledge and skills
 
Chapter 13: The role of memory in the programme
 
Chapter 14: Introducing the new teaching point in a lesson
 
Part IV: Conquering literacy: A multisensory programme
 
Part IV: Appendix A: Ideas for working with young children
 
PART IV: Appendix B: Teaching the programme to groups
 
PART V: The accelerated programme and beyond
 
Part VI: Downloadable resources

Kathleen Kelly

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant and trainer in the field of specific learning difficulties. For many years she was a Senior Lecturer at Manchester Metropolitan University in the Centre for Inclusion and Disability Studies where she was Programme Leader for the MA in Specific Learning Difficulties and the Post Graduate Certificate in Dyscalculia. For several years she has taught courses on specific learning difficulties as part of the initial teacher training programme in addition to postgraduate awards. She has presented papers in this area at a number of international conferences and was part... More About Author

Sylvia Phillips

Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, Cert. TESL, 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 teachers of learners with dyslexia at both undergraduate and postgraduate levels. During that time she worked in primary, secondary and special schools both with teachers and directly with pupils. She taught on several SEND... More About Author

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