Teaching Literacy to Learners with Dyslexia
A Multi-sensory Approach
- Kathleen Kelly - Independent Consultant
- Sylvia Phillips - Education Consultant
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.
Supplements
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. ‘
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.
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.
