Teaching Literacy to Learners with Dyslexia

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 of the MMU research team that evaluated the Department for Education funded project ‘Teaching for neurodiversity’ led and coordinated by the British Dyslexia Association (2017). 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 an Associate Member of the British Dyslexia Association (AMBDA). She was a member of the SASC/BDA working party (2019) which was set up to develop a new definition of dyscalculia and to produce guidance on identification and assessment.Kathleen has taught a wide range of learners with dyslexia, from children as young as 4 years to 16 years. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years of experience in supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest, and her doctorate was also in this area. She is co-author of Phillips and Kelly (2018) Assessment of Learners with Dyslexic-Type Difficulties, 2nd edition and author of Kelly (2020) Identifying, Assessing and Supporting Learners with Dyscalculia.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 courses for teachers (particularly training SENDCos) and was the UK partner (with Italy, Belgium and Spain) developing and teaching courses on ‘Inclusion and SEN’ for European educationalists. She has served on the Accreditation Board of the British Dyslexia Association but left when she became a specialist member of the SEND Tribunal service. She has been involved in several dyslexia research projects developing teaching materials. In recent years she led the AMBDA courses for Wrexham Glyndwr University and was a part-time tutor to the AMBDA course at Stanmillis University College, Belfast.  She is co-author of Phillips and Kelly (2018) Assessment of Learners with Dyslexic- Type Difficulties, 2nd edition.

• Part I: Teaching learners with dyslexia: Theory and contextChapter 1: What is dyslexia?Chapter 2: Dyslexia and co-occurring difficulties: Implications for teaching literacy to learners with dyslexiaChapter 3: The role of memory in acquiring literacy skillsChapter 4: Phonology, phonological awareness and literacyChapter 5: Reading, spelling and dyslexia: Theory and researchChapter 6: Dyslexia and learners for whom English is an additional languagePart II: Teaching literacy to learners with dyslexic-type difficultiesChapter 7: Strategies for readingChapter 8: Strategies for spellingChapter 9: Strategies for writingPart III: Conquering literacy: A multisensory programme for teaching learners with dyslexiaChapter 10: Principles, teaching methods and programme structureChapter 11: Lesson planningChapter 12: Alphabet knowledge and skillsChapter 13: The role of memory in the programmeChapter 14: Introducing the new teaching point in a lessonPart IV: Conquering literacy: A multisensory programmePart IV: Appendix A: Ideas for working with young childrenPART IV: Appendix B: Teaching the programme to groupsPART V: The accelerated programme and beyondPart VI: Downloadable resources