The Rose Report (2009) defines Dyslexia as a learning difficulty that can affect the fluency in which a person is able to read, write and spell. More specifically, those with dyslexia struggle with phonological processing and verbal memory as well as other co-occurring difficulties. Dyslexia is a type of specific learning difficulty (SpLD) which causes significant delays in a particular area of learning. Dyslexia can affect learners of all ages and from all backgrounds including those with an average, below average or an above average level of intelligence.

What are the common traits of Dyslexia?

  • Difficulty with reading aloud
  • Poor short-term memory
  • Poor phonological awareness
  • Slow processing speed
  • Disorganisation
  • Poor sequencing
  • Reversals
  • Bizzare spellings
  • Difficulties with handwriting

Full Diagnostic Dyslexic Assessment (Age 7+)

A full diagnostic assessment, where appropriate, provides a diagnosis of dyslexia (based on the definition of dyslexia). The assessment will include measures of reading, handwriting, spelling, verbal and visual short term memory, phonological memory, phonological awareness, speed of processing and visual and verbal ability.

A full assessment can help to ensure that the learner receives appropriate support to help them succeed and make progress in their education and everyday life. A diagnosis can help dyslexic learners to gain a deeper understanding of their learning styles and help to build their self-esteem.

The assessment usually takes between 2.5-3 hours to complete and will include a break. I recommend for younger students that this is completed in two 1.5hour sittings.

A thorough and detailed written report will be completed following the assessment and be returned within 14 days. The report will include a diagnosis (if appropriate) with supporting evidence. The report will discuss areas of strength and areas for development along with implications for educational/ work place settings.

The report will include detailed and practical recommendations for the education provider/workplace setting. If suitable, recommendations for exam conditions such as extra time, readers, scribes, may also be included in the report.

The assessment process may highlight signs of other specific learning difficulties, these may be discussed in the report along with recommendations for further support and referrals to other agencies.

All reports are written in accordance with current SASC guidelines. See further details.

Specialist Dyslexia Lessons

Lessons are available for learners with a diagnosis of dyslexia and for learners who suspect they may have dyslexia.

Lessons are structured, cumulative and multisensory,  all of which encourage the learner to lead their own learning and subsequently become a more independent learner.  Metacognitive activities are incorporated to ensure the learner has a good understanding of the reasons behind learning and to understand learning methods that work for them, this will encourage independent working that is transferable and supports increased confidence.

The environment is relaxed and friendly with a emphasis on making learning fun.  A

Each lesson will contain a sequencing activity, memory activity, revision section of the previous learning, a discovery section which introduces new learning and opportunities to practice new learning. Each section of the lesson is a short activity to ensure that the learner’s attention remains focused.

During each lesson, the learner will create a revision card based on new learning to add to their pack. The revision cards are personal to them and contain visual memory clues to aid recall.  These cards are practiced at home and used in lessons to support independent working until automaticity is achieved.

If you would like any further information relating to specialist dyslexia session, including a detailed breakdown of lesson content, please do not hesitate to get in touch. ​

I am able to support pupils receiving Pupil Premium and I am happy to talk to your child’s SENco regarding this.