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Good?Practice?in?interventions?
for?teaching?dyslexic?learners?
and?in?teacher?training
ENGLISH
Jenny?Thomson
Harvard?Graduate?School?of?Education

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With?thanks?to��
Simona?Craciun,?Ministry?of?
Education,?Research?and?Innovation,?
ROMANIA
Nheang?Saroeun,?Ministry?of?
Education?Youth?and?Sport,?
CAMBODIA
Michael?Asefaw?Tesfamichael,?
Special?Needs?Education?Services,?
ERITREA
Bence?Kas,?E?tv?s?Lor��nd?University?
of?Sciences, HUNGARY
Kristiantini?Dewi?Soegondo,?
Pediatrician,?INDONESIA
Phyllis?Wamucii?M.?Kariuki,?Private?
Consultant?of?Dyslexia,?KENYA
Nazri?Latiff,?MALAYSIA
Aili?Hashim,?University?of?Malaya,?
MALAYSIA
SpLD?Service?&?Ministry?of?Education,?
MALTA
Astrid?Bos,?Policy?maker?in?central?
government,?THE?NETHERLANDS
Pro?Futuro,?LATVIA
Ainslie?So��o?�\ Ministry?of?Education,?
Sports?and?Culture,?S?MOA
Siripakka??Dhamabus,?Office?of?Basic?
Education?Commission,?THAILAND
Sue?Webb,?Bredon?school,?UK
Sandra?Agombar,?Calder?House?School,?
UK
Sue?Cleary,?UK
Mrs?Robertson,?Kilgraston?School,?UK
Marilyn?Cook,?Teacher?and?District?
Dyslexia?Specialist,?USA
Dovey?Kasen,?Special?Education?Teacher,?
USA?
Therese?Filkins,?USA
Renee?Langmuir,?Reading?Specialist,?St.?
Joseph��s?University,?USA
Angela?Swift,?Special?Education?Teacher,?
USA
Shelley?Ball�\Dannenberg,?Dyslexia?Testing?
&?Information?Services,?LLC,??USA

Outline
1. The?English?Language
2. Attitudes?to?literacy?
(cultural?and?economic?considerations)
3. Definitions?of?dyslexia?and?assessment
4. Effective?teaching?methodologies?
5. Teacher?knowledge?and?collaboration?

1.?The?English?Language
Alphabetic?system
Rich?heritage?of?influences?e.g.?Old?Norse,?
Anglo�\French,?Latin?&?Greek
Written?language?stability;?oral?language?shift

Results?in��
�C Many?ways?of?spelling?a?single?sound,?e.g.?
long?��a��?sound?can?be?represented?by?at?
least?eight?different?letter?patterns:?
a,?a�\e,?ai,?ay,?eigh,?ei,?ea,?ey
�C Conversely,?a?single?letter?can?be?
pronounced?multiple?ways,?for?example?the?
letter?��a��?in?the?sentence,?
��He?was?carefully?planting?all?the?cabbages?
around?the?many?potatoes��

The?English?Language
Most?predictable?level?of?word?analysis?is?that?
of?onset�\rime:
c?�C ot
sp?�C ot
sp?�C ort
These?patterns?are?less?obvious?and?often?
need?explicit?teaching

2.?Attitudes?to?Literacy
Is?literacy?encouraged?throughout?society?�C in?
education?for?girls,?boys,?men?and?women?alike?
YES
Economic,?social?and?cultural?activities?are?
deeply?dependent?upon?knowledge?and?
information
Acquisition?of?knowledge?and?information?is?
itself?dependent?upon?literacy

But��
Where?access?to?education?is?equal:
Girls?typically?outperform?boys?
(PISA?2000,?OECD;?survey?of?15?year?olds;?
PIRLS?2006,?survey?of?4th grade?students)

PISA?
Report?places?responsibility?at?the?level?of?
schools?and?societies?who,?
��do?not?always?succeed?in?fostering?
comparable?levels?of?motivation,?interest?or?
self�\confidence?in?different?areas?among?male?
and?female?students��?
(p.48,?Equally?prep?for?life)

In?a?finite�\resource?system��
Teacher?training?and?instructional?resources,?
geared?more?towards?early?grades
Even?where?resources?are?present,?tension?
between?equality?and?efficiency:?are?funds?
used?for?programs?to?raise?the?population?
mean,?or?help?those?at?the?tails?of?the?
distribution?

Recognition?&?Rights?for?Dyslexia?
School�\age:?legally?mandated?funds?for?1:1,?
individualized?help?to? literacy?skills?and?
provide?accommodations
Adults:?laws?to?prevent?discrimination?in?
workplace?(e.g.?Disability?Discrimination?Act?
(DDA)?1995,?UK;?The?Americans?with?
Disabilities?Act?of?1990)
Laws?depend?upon?a?discrete?cut�\off?to?
determine?eligibility??

3.?Official?assessment?procedures
Research?shows?that?reading?ability/disability?
is?a?continuum
Key?ingredients?of?assessment:
�C Phonological?processing:?phonological?awareness,?
phonological?memory?and?rapid?naming
�C Reading?and?spelling?skills
�C Wider?cognitive?skills?and?developmental?history

3.?Official?assessment?procedures
Dilemma:?
discrete?cut�\off?=?wait?to?fail?
Potential?solution:?Response?to?Intervention?
(RTI;?US/UK)
http://www.nrcld.org/
http://www.rtinetwork.org/

4.?Effective?teaching?methodologies
a) Content
b) Process

A)?Content
(i) explicit?training?in?phonological?awareness
(ii) strong?focus?on?phonological?decoding?and?
word�\level?work
(iii) supported?and?independent?reading?of?
progressively?more?difficult?texts
(iv) practice?of?comprehension?strategies?while?
reading?texts

Phonologically�\based?programs
Derived?from?principles?pioneered?by?Orton,?Gillingham?and?
Stillman:?multisensory
��Multisensory?teaching?is?simultaneously?visual,?auditory,?and?
kinesthetic�\tactile?to?enhance?memory?and?learning.?Links?are?
consistently?made?between?the?visual?(what?we?see),?auditory?
(what?we?hear),?and?kinesthetic�\tactile?(what?we?feel)?
pathways?in?learning?to?read?and?spell.?Teachers?who?use?this?
approach?teach?children?to?link?the?sounds?of?the?letters?with?
the?written?symbol.?Children?also?link?the?sound?and?symbol?
with?how?it?feels?to?form?the?letter?or?letters.��
(IDA,?2000)

Phonics?program?resources
International?Dyslexia?Association:?
http://www.interdys.org/InsInt.htm
Offers?a?matrix?comparing?multisensory?reading?programs
Florida?Center?for?Reading?Research?(FCRR):
www.fcrr.org
Provides?reports?of?reading?programs?and?their?research�\base
What?Works?Clearinghouse:
www.ies.ed.gov/ncee/wwe
Collects?and?reviews?empirical?research?on?educational?
products

Phonics?program?resources
Singleton,?C.H.?(2009).?Intervention?for?Dyslexia.?The?Dyslexia�\
Specific?Learning?Difficulties?Trust?(UK).?www.thedyslexia�\
spldtrust.org.uk
The?Center?on?Instruction,?www.centeroninstruction.org
A?US?site?providing?resources?including?research?reports?on?
educational?products?for?reading,?math,?science,?special?
education,?and?English?language?learning
Best?Evidence?Encyclopedia,?www.bestevidence.org
Created?by?the?Johns?Hopkins?University?School?of
Education��s?Center?for?Data�\Driven?Reform?in?Education,?USA
Canadian?Language?and?Literacy?Network,?
http://www.cllrnet.ca/

B)?Process
1. Phonetic?
2. Multisensory?
3. Cumulative?&?Sequential?
4. Small,?Scaffolded?Steps?
5. Insure?Automatization?Through?Practice?and?
Review
6. Provide?Mental?Modeling
7. Provide?Opportunities?for?Success

Resources?for?Process
Portrait?of?Benchmark?School,?Pennsylvania,?
US:?
http://www.msularc.org/docu/benchmark.pdf
Discusses?school?organization,?admissions,?
staffing,?environment,?curricula?and?ethos
(http://www.msularc.org is?another?great?
resource)

5.?Teacher?Knowledge
��The?quality?of?an?education?system?cannot?
exceed?the?quality?of?its?teachers��
How?the?world��s?best�\performing?systems?
come?out?on?top?�C Mckinsey?&?Company?2007

Developing?a?School?Workforce
Rose?Report:?http://www.dcsf.gov.uk/jimroseanddyslexia/

Rose?Recommendations
1. Core?Skills:?Knowing?risk?signs?of?dyslexia?e.g.
http://www.bdadyslexia.org.uk/about�\
dyslexia/schools�\colleges�\and�\
universities/primary�\hints�\and�\tips.html
2. Advanced?Skills:?Teacher?within?school?who?
has?expertise?to?select?literacy?interventions,?
and?implement,?monitor?and?evaluate?them
3. Specialist?Skills:?Monitoring?and?training?
across?schools

Teacher?as?Cheerleader
As?well?as?knowledge,?questionnaires?
highlighted?importance?of:
1. Teacher?beliefs?�C believing?progress?is?
possible,?and?celebrating?progress?as?it?
occurs
2. Teacher?validation?of?student?learning?style

Teacher?as?Cheerleader
3. Increasing?motivation?through?literacy?
materials/activities?that?connect?to?a?
student��s?interests?or?functional?needs.
4. Ensuring?success.??Creating?achievable,?
mutually�\agreed?upon?learning?goals?to?
create?a?positive?sense?of?self�\efficacy,?which?
in?turns?increases?the?amount?of?future?
effort?a?student?is?willing?to?expend?in?
literacy�\related?tasks.?

Collaboration?&?Dyslexia
Health?professionals Teachers
Psychologists
Individuals?with?dyslexia
Families

Collaborative?best?practice
Active nurturance?of?relationships?�\ time?
spent?together?in?joint?goal�\setting
A?basic?level?of?shared?knowledge
Ongoing?progress?checking

Additional?Resources
http://www.childrenofthecode.org/Tour/inde
x.htm

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'Good Practice in interventions for teaching dyslexic learners and teacher training' by Professor Jenny Thompson

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'Good Practice in interventions for teaching dyslexic learners and teacher training' by Professor Jenny Thompson