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Improving literacy outcomes for children with dyslexia/SpLD

Best practice in identifying need, providing support and implementing effective interventions

Date: Thursday 21st November 2013

A full report covering the content of the LiteracyActionNet dyslexia/SpLD conference is now available online. Click here to download the free report. Follow the links below to access further resources from the conference. 

Phonics and dyslexia

Difficulty in identifying dyslexia

Special educational needs can be difficult to spot in children who are struggling with other aspects of learning at the same time. Equally, very bright and talented children might not receive the correct support if they continue to meet or exceed expectations despite these extra difficulties. Read more. 

Dyslexia: when to screen

Dr Greg Brooks stresses the importance of early intervention; he argues that "if reading difficulties are to be prevented from arising, accurate, early identification of children at risk is essential" and that while a very small proportion of people are able to catch up in later life, the concept of the late developer is a "myth". Read more.

Grove FM

Lyndhurst Dyslexia Centre's weekly Radio Club allows year five and six students to write, edit, research, direct and produce a radio programme. The project injects fun into work for struggling readers and writers. Read more.

Cornwall Book Writing Project

Active learning and real life projects can convince dejected learners that literacy is worthwhile and can even be fun. The Book Writing Project gives struggling readers the opportunity to write and have published their own book. Read more.

Libraries: Accelarated Reader 

Librarians can work together with students, teachers and parents to ensure that learners are given appropriate reading material which is both challenging and enjoyable. Susan Mulkern, librarian at Chichester High School for Girls, recommends Accelarated Reader. Read more. 

Special educational needs reforms

Reforms to the current special educational needs code of practice are currently under consideration. Changes will result in revised statutory guidance that will affect all bodies and individuals working with people with special educational needs. Read more.

Who attended?