Dyslexia-friendly Practice in the Secondary Classroom

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Tilly Mortimore - Bath Spa University, UK
Jane Dupree - Dyslexia Action

Other Titles in:
Secondary SEN

July 2008 | 158 pages | Learning Matters

The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children's cross-curricular learning. Further, it includes case studies and practical tasks to build readers' confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors' experience of working with dyslexic learners in different contexts over many years.

Introduction

Section 1: What is dyslexia?

Definitions and theories. What is dyslexia?

Behaviours. What might you notice?

How might you ‘measure’ dyslexia?

Section 2: The role of the teacher

The dyslexia-friendly classroom

The dyslexic reader and writer in the secondary curriculum

Personalising the teaching and learning environment across the curriculum

Working with number and mathematics

Study skills

Section 3: Spreading the load

Working as a team

Managing behaviour

The dyslexia-friendly school

Practical and well structured text to support those trainees who have opted for a SEND pathway on the PGCE course.

Mrs Louise Beattie

Institute of Education, Worcester Univ.

November 22, 2013

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This is an interesting text book which explores what dyslexia is and how it affects different students. Useful tips on how to provide a supportive environment.

Miss Nikki Lawrence

Teaching, Deeside College

May 20, 2012

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This book sets out definitions, causal theories of dyslexia and learning behaviours in a very claer manner which my students found very useful.

It is very readable and uses underpinning theory to develop practical ideas for the classroom. It moves beyond the classroom to whole-school and community approaches. it is on my reading list for my MA Dyslexia: Research and Practice and British Dyslexia Association's Approved Teacher Status and Approved Practitioner Status awards.

Mrs Irene Scott

Faculty of Education (Parkgate), Chester University

May 16, 2012

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