Overview

last updated:December 2008

Why is the issue important?

Dyslexia is a major cause of literacy problems. In schools almost all teachers will have some dyslexic learners in their classes. The Disability Discrimination Act requires all teachers to adopt strategies to meet the needs of these children. An immediate question is what help should non-specialist teachers give dyslexic students?

What did the review find out?

The study 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
• development of teaching and learning strategies geared to meeting individually identified and maintained needs.

Other factors that can help dyslexic students learn well include approaches that allow them to:

• make personal, meaningful connections to secure things in their long term memory
• remember patterns rather than sequences, and landmarks rather than directions
• think holistically 'all at once’ rather than step-by-step
• learn to read and write by being interested in the subject
• learn from practical experience, rather than being told.

How was this achieved?

Programmes featured in the review were found to be more successful if, in addition to practical support, they emphasised activities that allowed dyslexic learners to recognise not only their weaknesses, but also their strengths and areas of competence. This helped to raise dyslexic learners’ confidence and self-esteem.

There was also evidence that students with dyslexia benefited from talking about what helps them to learn. Teachers helped these students by creating and maintaining a learning environment where making mistakes is seen as part of the learning process.

How was the research designed to be trustworthy?

The review authors used a number of methods to identify relevant studies, including:

• searching bibliographic databases and the Internet
• scrutinising Government reports, policy documents and conference proceedings
• sourcing unpublished reports using the Education-line database
• hand searching journals not available electronically
• consulting colleagues and experts in the field.

Altogether the reviewers drew data from 102 relevant sources, which they analysed and synthesised to provide examples of best teaching and learning practices for dyslexic learners.

What are the implications?

The review showed the importance of teachers:

• building up students’ phonological skills, by for example, using methods designed to help children identify phonemes and their order in words
• supporting dyslexic students through a range of teaching and learning
• approaches, such as multi-sensory learning in reading, mind mapping, essay planning techniques and frameworks
• creating a dyslexia friendly learning environment along with a culture that ensures all students are capable of effective learning.

What do the case studies illustrate?

The case studies show, for example, how:

• a remedial phonological programme was used successfully with older children with a variety of special needs who were experiencing literacy difficulties
• a school’s dyslexia friendly approach helped empower dyslexic students to achieve their potential
• being dyslexic affected students’ confidence and self-esteem, both of which affect success in learning
  the literacy practices of a group of seven dyslexic children were successfully promoted, such that they became a community of writers.