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Teaching Literacy to Learners with Dyslexia

Teaching Literacy to Learners with Dyslexia
A Multi-sensory Approach

Second Edition
Additional resources:

April 2016 | 488 pages | SAGE Publications Ltd
The Second Edition of this bestselling book provides a structured multi-sensory programme for teaching literacy to children and young people from 5-18 with dyslexia and other specific literacy difficulties.

Supported by a wealth of resources available online and updated throughout, the new edition now includes a brand new section on Implementing the Accelerated Programme for learners who have already acquired some literacy skills. This includes:
  • A placement test to indicate whether the programme is appropriate
  • A diagnostic assessment procedure to determine where the learner should begin on the Accelerated Programme
  • Examples of lesson plans, reading cards and spelling cards to help teachers prepare resources for their students

With tried and tested strategies and activities this book continues to provide everything you need to help improve and develop the literacy skills of learners in your setting including;

  • 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 programme to groups
  • ideas for working with young children.

Part I: Teaching Learners with Dyslexia: Theory and Context
Chapter 1: The Contribution of Theories of Causation to the Development of a Multisensory Teaching Programme
Chapter 2: The Role of Memory in Acquiring Literacy Skills
Chapter 3: Phonological Skills, Literacy and Dyslexia
Chapter 4: The Development of Reading Skills
Chapter 5: Spelling Development and Dyslexia
Chapter 6: Teaching Handwriting
Chapter 7: Dyslexia and Learners for whom English is an Additional Language
Part II: Conquering Literacy: A Multisensory Programme for Teaching Learners with Dyslexia – Teaching Strategies
Chapter 8: Principles, Teaching Strategies, and Programme Structure
Chapter 9: Lesson Planning
Chapter 10: Alphabet and Dictionary Work
Chapter 11: Introducing the New Teaching Point in a Lesson
Chapter 12: The Role of Memory in the Programme
Chapter 13: Study Skills within the Programme
Part III: Conquering Literacy – A Multisensory Programme
The Conquering Literacy Programme: Examples of Activities
Appendix A: Ideas for Working with Young Children
Appendix B: Teaching the Programme to Groups
Part IV: The Accelerated Programme
Section A: Conquering Literacy: Accelerated Programme and Placement Tests
Conquering Literacy: Accelerated Programme Placement Test

Conquering Literacy: Placement Test

Conquering Literacy Accelerated Programme Skills Assessment Procedure (CLAPSAP)

Section B: Implementing the Accelerated Programme
Part V: Resources


Click for online resources
Add-ons - templates from the book, made available to download.

‘Teaching Literacy to Learners with Dyslexia should be available in every classroom in the country!

This new updated edition is grounded in solid research combining best practice in literacy learning with practical skills essential for competent literacy acquisition.

Kelly and Phillips have utilised their vast knowledge and unquestionable experience to provide the reader with a “ready guide” for practice. This is an essential book for all teachers and those undergoing teacher training. ‘

Dr. Gavin Reid
Educational Psychologist, International Consultant and Author

The book will be of interest and value to teachers working with learners aged 5-18 and supports them in providing an evidence based and comprehensive programme. With over 150 teaching points, this book is excellent value for money and would form a useful core resource for staff.

Mary Mountstephen
SEN Magazine

Candidates on either an OCR type level Five or Level Seven programme should study this book as the mixture of practical teaching approaches, as well as study skills, are all essential competencies that need to be mastered. It also explains clearly how to teach language in a multisensory, cumulative and structured way. It contains ideas that even experienced practitioners should review constantly to make sure they are following good practice.

Kevin Smith
PATOSS - Professional Association of Teachers of Students with Specific Learning Difficulties