Teaching Literacy to Learners with Dyslexia: A Multi-sensory Approach - Tapa dura

'Teaching Literacy to Learners with Dyslexia' has it all - a feast of practice offering a prescription for success. All teachers will be eager to get their hands on this book! Grounded in solid and up to date research, it combines best practice in teaching literacy with insights into the cognitive and practical skills essential for literacy learning. Part II on 'conquering literacy' is a complete multisensory teaching programme and one that echoes the spirit of recent government initiatives that purport to effectively deal with dyslexia and their desire to boost the training of teachers in this area. This book shows exactly how to achieve this! Steeped in the long established tradition of the most appropriate and successful approaches for teaching children with dyslexia Kathleen Kelly and Sylvia Phillips, using their vast knowledge base and unquestionable experience, have utilised, what is considered by most, to be best practice in teaching literacy and incorporated this into a 'user-friendly' teaching manual. By providing a clear rationale and practical explanations of literacy concepts and conventions they will simplify the task of dealing with the literacy challenges for many teachers. Every school needs to have access to this book' -
Dr. Gavin Reid, Educational Psychologist, International Consultant and author

'This book provides a very thorough description of the different arguments surrounding issues discussed in each chapter. It is clear and to the point, and is backed up with very helpful examples to support teachers' -
Sue Goff, Dyslexia Advisor, Student Support, University of Chichester

'Dr Gavin Reid's enthusiastic endorsement of this book promises 'a feast of practice offering a prescription for success' and certainly gives the reader high expectations of what follows. The authors are very experienced Programme Leaders in the field of Specific Learning Difficulties and together they have produced a very detailed and comprehensive and structured programme for teaching literacy which does not disappoint' -
SEN Magazine

'This has proven to be one of the single most valuable and useful publications I have purchased to support my work as a specialist teacher...Since purchasing this, I use it as the sole programme for teaching individuals with dyslexia or dyslexia-type difficulties in my role of a specialist teacher due to the ease of use and clarity it has'
-World of Dyslexia Newsletter

Providing a structured programme for teaching literacy to children and young people with dyslexia and specific literacy difficulties, this book makes explicit links between theory, research and practice. It offers a structured, cumulative, multi-sensory teaching programme for learners with dyslexia, and draws attention to some of the wider aspects of the learning styles and differences of learners with dyslexia such as memory, information processing and automaticity.

The book discusses:

- the rationale for a structured multi-sensory approach

- the development of phonological, reading, writing and spelling skills

- working with learners who have English as an additional language (EAL)

- lesson structure and lesson-planning

- alphabet and dictionary skills

- memory work and study skills

- teaching the programme to groups

- ideas for working with young children.

Designed to help support any learner, from ages five to 18, with dyslexia or specific learning difficulties, the authors encourage the use of the programme as part of everyday teaching to not only develop literacy but to put dyslexic learners in control of their own learning.

There are tried and tested strategies and activities provided, which the reader can use to support their literacy work. Particularly useful for teachers working with learners who have special educational needs and specifically those with dyslexia, this book contains everything you need to help improve and develop the literacy skills of the learners in your setting.

NEW by Kathleen Kelly and Sylvia Phillips!

Assessment of Learners with Dyslexic-type Difficulties
Sylvia Phillips, Kathleen Kelly and Liz Symes