1. Dyslexia Ian Swain 2015

2. Intervention for Children with Suspected or Identified Dyslexia (SpLD) The word ‘dyslexia’ comes from the Greek ‘dys’ meaning difficulty and ‘lexis’ meaning language, hence ‘difficulty with words’. Dyslexia is a learning difference that is to do with the way language is processed. We need to shift our thinking way away from seeing dyslexia as a deficit model of learning - from being a learning difficulty to seeing it as a learning difference. Children with dyslexia are often alienated from the learning process owning to a style of teaching that focuses primarily on linguistic intelligence. We need to adapt our teaching to the way in which dyslexics learn, not the other way round.

3. What is Dyslexia? “Dyslexia is best described as a combination of abilities and difficulties which affect the learning process in one or more areas of reading, spelling, writing and sometimes numeracy. Accompanying weaknesses may be identified in areas of speed of processing, short term memory, sequencing, auditory and visual perception, spoken language and motor skills. Some children have outstanding creative skill, others have strong oral skills, yet others have no outstanding talents; they all have strengths. Dyslexia occurs despite normal intellectual ability and conventional teaching; it s independent of socio-economic or language background.” Lindsay Peer, British Dyslexia Association (2000)

4. Aims Understand how children learn to read and spell and to understand why it is not always easy to identify dyslexia during early education. Look at formal/informal methods of identification. Consider what can we do for the child once identified.

5. Learning to read & spell (Visual/phonetic) Reading Logographic Visual (M for Macdonalds, Mum, Name) Alphabetic Phonics (Sounding out, phoneme/grapheme correspondence) Orthographic (gramatical,syllables prefix, suffix etc) Spelling Logographic Visual (mark making)? Alphabetic Phonic (sounding out letters) Logographic (MK2) Visual Orthographic.

6. PHASE 1 Provision Level: Quality First Teaching All children will be included in lessons with provision of differentiated questioning. a range of recording arrangements. multisensory approaches (VAK). planning and delivery of key objectives for maths and literacy relevant to need. differentiated activities, which enable all to work independently. independent activities, which ensures a range of opportunities to encourage discussion and cooperation between children. modelled activities for independent work or further reinforcement by teaching assistant. focused group work with the teacher/teaching assistant. plenary to assess, secure and reinforce learning. When a child fails to make expected progress in mathematics of literacy or where the teacher or parent expresses concern PHASE 2 will commence.

7. Phase 2 Provision Level - Quality first teaching plus additional small group-provision Children will have access to one or more of the following Intervention strategies: Grouped/individual class provision for lower attainers (Maths or English) Precision based additional Literacy Support. Booster provision. Small group work based on NC objectives tracked back to earlier years. Additional teacher/teaching assistant support.

8. The concern should be raised with the SENCO who, with the support of the English Coordinator, will undertake one or more of the following. Screening for dyslexia using DST. Assessment of spelling using a graded spelling test. Assessment of reading using a graded reading test. Assessment of Vocabulary using BPVS. Analysis of pupils work showing concern. Completion of Dyslexia checklist in collaboration with parents, child and teacher. Where a pupil is deemed ‘at risk’ of dyslexia based on the above assessments, or where a pupil continues to make insufficient progress after the additional intervention above, PHASE 3 will commence.

9. Phase 3 Provision Level - Quality First Teaching plus specific, targeted support for children with SEN. Children will have access to one or more of the following; Modified sessions for individuals or small groups. Focused reinforcement of KS1 phonics and sight vocabulary. (Letters and sounds, Jolly Phonics/grammar) Focused reinforcement of KS1 objectives for mathematics. Support provided from outside agencies e.g. SENS/E.P. Teaching and provision of additional learning tools e.g. laptops, use of colour, mind mapping, memory training, accelerated learning techniques, Opportunities for over-learning and regular review. Specific targeting of learning weakness e.g. visual/auditory. Specific structured programmes based on SENCo/SENS/E.P assessments. Name entered on specific Dyslexia Register for close tracking, monitoring, evaluation of progress, whole staff awareness of child’s individual learning needs.

10. Connections made from previous learning. Multisensory S.O.S Accelerated Learning techniques (multiple intelligences, V.A.K, revisit previous learning) Note Making, Mind maps, Writing Frames, Tables. Memory training Little and often approach Over learning ALS,ELS,FLS Alpha to Omega Letters and Sounds/Toe by Toe Visual, auditory training where necessary. Visual reminders. Alternative recording – word processing, tape recording of texts, dictation machines. Supporting Children with SpLD