Developmental delay or dyslexic tendencies?
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Authors
Jackson-Brown, Maria
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to assess the effectiveness of targeted intervention for pupils showing characteristics of dyslexia in the EYFS and Year 1 classrooms.
Aims: The main aim of the development work was to provide targeted intervention to pupils showing characteristics of dyslexia in order to improve their confidence and skills in reading, speaking, and writing.
Methods: The participants included teachers, support staff, middle leaders, senior leadership team, and subject leaders. They were supported by senior management and provided CPD materials, research, and expertise. Methods used included one-to-one sessions, teacher modelling, coaching, periodic teacher assessment, observation outcomes, and pupil work to measure progress. Logs and interviews were used to assess impact on teaching and school organisation.
Findings: The main findings of this case study are that targeted intervention in the form of one-to-one sessions can help improve confidence and skills in pupils showing characteristics of dyslexia. 12 out of 14 pupils made good progress in the 16 week block, and the programme was most effective for those with dyslexic tendencies.
Implications: The findings suggest that targeted intervention at an early age can be effective for pupils showing characteristics of dyslexia, and can help to improve their confidence and skills in reading, writing, and speaking and listening. It also suggests that for some pupils, early intervention may be necessary to help them reach age-related expectations.
Aims: The main aim of the development work was to provide targeted intervention to pupils showing characteristics of dyslexia in order to improve their confidence and skills in reading, speaking, and writing.
Methods: The participants included teachers, support staff, middle leaders, senior leadership team, and subject leaders. They were supported by senior management and provided CPD materials, research, and expertise. Methods used included one-to-one sessions, teacher modelling, coaching, periodic teacher assessment, observation outcomes, and pupil work to measure progress. Logs and interviews were used to assess impact on teaching and school organisation.
Findings: The main findings of this case study are that targeted intervention in the form of one-to-one sessions can help improve confidence and skills in pupils showing characteristics of dyslexia. 12 out of 14 pupils made good progress in the 16 week block, and the programme was most effective for those with dyslexic tendencies.
Implications: The findings suggest that targeted intervention at an early age can be effective for pupils showing characteristics of dyslexia, and can help to improve their confidence and skills in reading, writing, and speaking and listening. It also suggests that for some pupils, early intervention may be necessary to help them reach age-related expectations.
Description
Keywords (free text)
Primary education , English - reading , English - speaking and listening , English - writing