Appraisal

last updated:December 2008

Robustness

This literature review comprises a brief overview of educational, psychological and biological evidence about the nature, causes and diagnosis of dyslexia, followed by approaches and strategies for supporting dyslexic pupils.  

The reviewers searched bibliographic databases and the Internet for relevant journal articles, Government reports, policy documents and conference proceedings. They also explored resources from unpublished ‘grey’ literature through the Education-line database and requested further materials, such as conference papers from experts in the field. The researchers organised the data using an electronic database according to most cited, most relevant and most recent and extracted information relating to the specified question. They also identified a number of ‘best practice’ case studies. They selected studies (which were not only from the UK, but also the US and other European countries) they considered had used a rigorous methodology to enhance the trustworthiness of the results. The reviewers also attached high importance to studies which demonstrated very effective outcomes.

Once they had obtained/retrieved all relevant material, the researchers read it fully and reflectively, taking account of emerging patterns, approaches and the rationale for the arguments used. Finally, the reviewers synthesised the various findings from the different studies together to produce a coherent report.

The researchers noted how there is a rich body of research on dyslexia – a product of over 100 years of research. In the past, the majority of published research on dyslexia concentrated on causation and focused on the neuroscientific aspects of the learning disorder. Their review took into account the behavioural, emotional and social aspects of conditions affecting dyslexic learners and emphasised the most widely used teaching approaches, particularly approaches for which there were a number of studies. It also explored the impact of modern advances in computers and technology to see what role ICT played in assisting learners with dyslexia. The reviewers commented on the lack of research that had been carried out on children with dyslexia for whom English is an Additional Language (EAL), and also on how dyslexics respond to learning foreign languages.

Relevance

Dyslexia is a major cause of literacy problems. Most teachers will have some dyslexic learners in their classes. Addressing this issue therefore forms part of the current drive to raise standards of literacy in the UK. In addition, the Disability Discrimination Act requires all teachers to adjust to dyslexic learners’ needs.  

This literature review was undertaken by researchers at Glasgow University in 2007, in order to inform the HM Inspectorate of Education’s evaluation of the educational provision for children with dyslexia in Scotland. In England, Sir Jim Rose was asked by the Secretary of State for Children, Schools and Families (Ed Balls) in May 2008 to make recommendations about how dyslexic children learn best.  His report, due to be published in spring 2009, will be based on both research evidence and personal accounts from teachers, parents and pupils.

Applicability

This review should enable teachers to support dyslexic pupils more effectively. Briefly, the review found that:

• the development of dyslexics’ phonological processing skills plays a significant role in helping them to learn to read
  
• the earlier a child with dyslexia is identified and given appropriate intervention, the more successful the results will be as dyslexic children tend to suffer from low self-esteem
• programmes are more successful if, alongside practical support, they enable dyslexic learners to recognise not only their weaknesses, but also their strengths.

The review also found evidence of a number of effective teaching and learning processes, including:

• the use of phonologically related techniques
• the creation of a ‘dyslexia friendly’ environment in schools, and
• the use of customised software.

Writing

The report is very readable and usefully signposted into sections with subheadings. Key terms are helpfully defined in an appendix.