Approach of Teachers for Students with Dyslexia

This report discusses the approach that teachers take in dealing with students with dyslexia and the suitability of recommendations for dyslexia. It also critically analyzes policies and pedagogy issues related to dyslexia.

Running head: DYSLEXIA
Dyslexia
Name of the student
Name of the University
Author note

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DYSLEXIA
Introduction
Dyslexia refers to learning disorder when the people face difficulty in relation to
reading owing to the problems that they have in the identification of speech sound. It is also
known as reading disability that affects the ability of brain in processing language (Dyslex.io
2018). The people having reading disability possess normal intelligence and they are
endowed with normal vision. The children having dyslexia can become successful in school
by taking recourse to tutoring or that of specialized education program. This report talks
about the approach that the teachers take in dealing with the students having dyslexia. The
report also elaborates regarding the suitability of the recommendations pertaining to dyslexia.
The report also involves in critically analysing the policies along with pedagogy issues in
relation to dyslexia.
Approach of teachers for students with dyslexia
The teachers adopting the graduated approach in relation to dyslexia can greatly work
to the benefit of the people who suffer from dyslexia. The teachers in the class are
responsible for the development of the pupil in the class. The formal graduated approach that
the teachers undertake can help the pupils in accessing support from the teaching assistants.
The graduated approach can help in the aspect of early identification of the students who are
suffering from dyslexia. The graduated approach can help in establishing the link in between
assessment and that of teaching (Gov.uk 2018). The graduated approach proves to be useful
in becoming aware about the aspect of language development and the effect of this on the
element of literacy development. It is important for the teachers to talk about the graduated
approach as it can help them in dealing with the people suffering from dyslexia. The formal
assessment of dyslexia suggests that psycho-educational assessment carried out by a qualified
psychologist can help in identifying reason for reading, spelling along with the writing

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difficulty (Thedyslexia-spldtrust.org.uk 2018). The formal assessment suggests tests that can
be administered over some sessions that can help the children who face the problem of
dyslexia.
The neglect in the early years when he was taken abroad by father brought about
signs of psychological trauma in K and he started suffering from developmental delay. The
family history of K had difficulty and this brought about the need of health service for K. K
participates in weekly intervention programme that can help him in raising the self-esteem
and he is helped by the outreach worker that can help him in managing his behaviour. The
administering of Core and Supplemental CTOPP that is Comprehensive Test of Phonological
Processing can help K in dealing with the difficulties pertaining to phonological processing.
The diagnostic free writing assessment can help in the detecting of difficulties of K in
relation to writing. The formal assessment method of British Picture Vocabulary Scale can
help in the identification of the ability of the children and the Neale Analysis of Reading
Ability can help in the ability of K pertaining to the spelling problems (Ekins 2015). It is
significant for the teachers to talk about the graduated approach as it can emphasize on the
ability of phonological awareness, phonological memory, reading accuracy, reading
comprehension and reading rate. The significance of the formal assessment lie in the fact that
it can help in assessing the knowledge of K in relation to High Frequency Words and it can
be useful in decoding the words. The Neale Analysis of the Reading ability ( I) can help in
understanding the ability of the children suffering from the brunt of dyslexia in understanding
about structure along with meaning of the texts. Neale Analysis of the Reading Ability (II)
can help in gauging the ability of the children pertaining to reading rate. The importance of
Elision subtest lies in the fact that it can help in measuring the extent to which an individual
can say the word and then say whatever would be left after dropping out the designated
sounds (Farrell 2010). Blending Words Test can prove to be useful in measuring extent to

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which a person can combine the sounds for the formation of words. Comprehensive Test of
Phonological Processing comprises of subtests that can be used for the investigation of
phonological processing sound.
Suitability of recommendations
The significance of curriculum assessment lies in the fact that it can prove to be useful
in the modification of the curriculum that can cater to the needs of the students having
differing abilities. The Comprehensive Test of Phonological Processing can help in
understanding the difficulties that K face pertaining to phonological processing (Hodkinson
2015). The curriculum assessment with the help of spelling and the writing test can help in
bringing to light the difficulties that K face and the way that these problems can be solved.
The recommendation can be said to be relevant for K as it can help in providing K with 1: 1
support that can prove to be useful in developing the literary skills of K. The combination of
that of teacher training along with LSA support that can prove to be of great use in helping K
deal with the aspect of learning disability (Hornby 2016). The personal support that K gets
can help him in solving that difficulties that K face pertaining to phonological awareness
along with verbal memory.
The dyslexia friendly classroom can help in the implementation of strategies that can
help him in increasing the reading fluency. It can greatly be of help for K in dealing with the
aspect of decoding along with spelling. The phonological awareness of K can be improved by
taking recourse to dyslexia friendly classroom. The multisensory approach in relation to
learning can be useful in improving the speed of verbal processing. The concentration of K
can be improved with the help of the multi-sensory approach undertaken. The intellectual
abilities of K can be sharpened by taking recourse to that of multisensory approach (Imray
and Colley 2017). The eye contact being established with K can help in helping K get over
the aspect of nervousness that can help in assimilating with the people of the wider society.

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The structured phonics programme can help in improving the concentration of K. The
structured phonics program can help in teaching the sound pattern to K and it can provide
students with the opportunity of applying sequences in the event of reading the words that are
out of the context. The structured phonics program can help to ensure the fact that the
children having dyslexia have been able to acquire foundational skills that can help him in
moving into the aspect of reading (Liasidou 2012). The reviewing of the progress of K at that
of regular interval can help in evaluation of the improvements made by K in relation to
language skills.
The reading out daily to the adult can greatly help K in increasing the reading speed
that can work for the benefit of K. The digital records and the podcasts can be useful for K in
learning more words and uttering the words in a fluent manner. The teaching of K in that of
continuous cursive script can help K in the developing of kinaesthetic memory in relation to
the words. The proof reading of K can help in getting over his weakness in relation to
language. The using of the computer for that of word processing can help in improving the
spelling of K (Gathercole and Alloway 2007). The teaching of the key board skills can prove
to be useful for K and it can help K in getting the auditory feedback in relation to reading
along with writing. K being trained on that of appropriate software that can help him in the
arena of planning work and in reinforcing the literary skills.
The recommendations can be said to be specific for K as it can help in curing the
learning disabilities of K. The recommendations pertaining to phonological awareness along
with the multisensory approach can be useful in equipping him with the adequate amount of
vocabulary that can help him in coping with that of the oral class work. The structured
phonics programme can help him in the arena of word reading along with that of
comprehension. It can help in sharpening the ability of K in relation to writing along with
spelling (Kelly and Phillips 2016). The teacher having no prior knowledge regarding dyslexia

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would also be capable of supporting the pupil. The interventions can be easily used by the
teacher and made use of for improving the vocabulary and the reading ability of K. The
dyslexia friendly class room can be made use of by the teacher very easily for curing the
condition of K.
There are other interventions that can be considered for treating the pupils having
dyslexia. The diagnosis on the basis of principles of that of Response-to-Intervention can be
used that can help the teachers in dealing with the pupils having the problem of dyslexia
disorder. The optimal teaching process can be implemented in the class room that can help in
examining practices of that of specialist schools for the individuals having dyslexia. The
report recommends whole class strategies as it requires less amount of preparation time along
with instruction time (Henry 2011). The recommendations mentioned can help in involving
the entire classroom with the least amount of effort on the part of the teacher. The
recommendations suggested can help in assessing the level of the understanding of the
student very easily that can prove to be instrumental in providing benefits to the pupils in the
class having dyslexia.
Working memory refers to cognitive system that has limited capacity that helps in
holding the information that is available for the purpose of processing. It can be useful in
relation to reasoning and for guiding the behaviour of the individuals. The report can be said
to be addressing the element of working memory as it can help the children who have
dyslexia in processing information very readily. The report can address working memory as it
is capable for manipulating the aspect of stored information that can help in improving the
memory of children suffering from dyslexia (Cameron 2016). The phonological awareness of
K can be improved with the help of multi-sensory approach that can render effective help in
the aspect of processing of information for K. The report is able to utilise the strengths of K
like understanding of spoken information and that of problem solving. The subtest of

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Memory for Digits utilises the problem solving ability of K and the capability of K of being
able to process information easily. K is able to express himself by making use of ambitious
vocabulary and this has been made use of in the report.
Critical Analysis of policy and pedagogy issues
The Code of Practice lays emphasis on taking the decisions that can help in providing
assistance to the children having special educational needs. The Code of Practice can help the
children who are having disabilities in achieving their best and it can help them in emerging
as more confident individuals. The report raises issues that are linked to Code of Practice that
helps the children having dyslexia in the arena of identification along with intervention
(McArthur et al. 2015). The assessment tests made use of like Comprehensive Test of
Phonological Processing along with British Picture Vocabulary Scale can help in the aspect
of early intervention and in devising of suitable strategies that can help in benefitting the
children having dyslexia. The Neale Analysis of Reading ability can help in improving the
understanding of the students in relation to reading.
The 2010 OFSTED report states that the young people should be entitled to additional
learning support that can help them in emerging as independent learners. The report
highlights on the importance of close tracking along with rigorous monitoring that can prove
to be useful in helping the children having the learning disability of dyslexia. The report has
given stress on formal assessment tests like that of British Abilities Scale Word reading along
with that of Neale Analysis of Reading Ability that can prove to be of great help in closely
tracing the children suffering from that of learning disabilities (Tilanus, Segers and
Verhoeven 2016). No to Failure report talks about the implications of specialist teacher
training in guiding the pupils having dyslexia. It talks about the resources that can help in
screening, assessment along with support programmes that can greatly work to the benefit of
the pupils suffering from dyslexia. It talks about the importance of specialist teachers who

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can help the students in understanding structure of the language. The support that K gets in
developing literary skills with the help of teacher training can help him in understanding
structure pertaining to language.
The Dyslexia SpLD Trust talks about the collaboration of the voluntary along with
community organisations with the help of funding that it receives from that of Department of
Education. It can prove to be instrumental in providing reliable information to the parents
along with teachers. This Trust has succeeded in improving the practice along with outcomes
for the individuals suffering from dyslexia. The Trust has talked about friendly approaches
that can help in the assimilation of the students having disabilities in the classroom. Dyslexia
Still Matters helps in looking at the children who are suffering from dyslexia and it helps in
the exploration of progress which has been made. It has talked about the necessity of
responding in a direct manner to that of challenge for supporting the children who have to
overcome debilitating effect in relation to dyslexia. It talks about the significance of skilled
teaching that can help in countering dyslexia. It has talked about how the policymakers wants
to sustain momentum by becoming sure of the fact that that the new arrangements that are
being made are flexible that can help in dealing with the menace of disability in the society. It
has stated how the children with complex needs should be laid with more attention that can
help to deal with the issue of dyslexia in the society.
Conclusion
Dyslexia is indicative of learning disorder that hinders the process of reading along
with writing of the children. Formal graduated approach can prove to be useful in helping the
students to get support from that of teaching assistants. Graduated approach proves to be
useful in the early identification of the students suffering from dyslexia. It can be useful to
establish link between that of assessment along with teaching. Curriculum assessment comes
to be of use in modifying curriculum so that it can serve needs of students who have various

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kinds of abilities. Comprehensive Test of Phonological Processing can understand difficulties
which K face in relation to that of phonological processing. Curriculum assessment can
reveal difficulties that the pupils having dyslexia face and the manner of problem solving.
Support should be provided to the pupils on individual basis that can pave the path for the
development of learning more words for K. Code of Practice can provide aid to special
education children and it helps people to achieve best. Formal assessment tests like British
Abilities Scale Word can track the children who have the learning disabilities. No to Failure
report has talked about specialist teacher training that can guide the pupils who have dyslexia.

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References
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Educators.
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approach. Sage.
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