Langham Church of England Primary

D is an eight year old boy (Yr 3) who has so far received two terms of literacy support (with me) in a group of six children.  The group meets four mornings per week for lessons lasting one hour.

D was found to experience serveral of the most common dyslexic difficulties including poor working memory, poor phonological awareness, lack of self-esteem.  In addition, he tended to seek frequent attention and reassurance from adults in school.

D was assessed in July 2008.  His reading age was 4.6 and spelling age was 6.5.  In March 2009 his reading had improved by 19 months and spelling by 13 months.

D has been following the Ruth Miskin Read Write Inc programme.  He thrives on the structure and multisensory and cumulative aspects of this programme.  Alongside, he reads quality fiction (as readers).  For example, he has loved Dr Seuss beginner books ("I can read it all by myself"); Happy Families by the Ahlbergs, Julia Donaldson stories, Eric Carle and many more.  I have colour coded scores of fabulous story books so that each child can select books at an appropriate level of difficulty.  At the end of lessons we play games such as SWAP and Grandma went to market which help to reinforce.  Sometimes I read an ongoing  story to the group.  D is becoming a more relaxed and less demanding boy.  He is enthusiastic about reading and writing and agrees that he's a real 'bookworm' now.

Note: We use 'Work Shark' as back up for spelling too.

What steps has the school taken to raise dyslexia awareness among the staff?

The staff have received training training (at evening staff meetings) in the past.  This formal training has not taken place for over two years.  Much informal discussion goes on in staff-room and most staff are aware of signs of dyslexia and will ask for advice/assessments via the SENCo.

What teaching methods and resources does the school use to support dyslexic pupils?

Multisensory teaching and learning.  Structured, cumulative programmes of work. Read/write Inc synthetics programme.  Differentiated materials in class (but not enough of this).  Writing frames, coloured overlays - reading rulers. 

Many games and interactive CDs as back-up.  Real books colour-coded and used as readers.