MESHGuides

Dyslexia is a neurological difference with educational implications. It usually runs in families and is a life-long condition. It is a hidden disability thought to affect around 10% of the population, 4% severely.

For ease of access, this cell provides a list of all websites, online and published materials referred to in this Guide. They are organized according to the cell block where they are mentioned.

2.1 What is dyslexia

Websites

British Dyslexia Association

2.2 Theories of dyslexia.

Theories and contextual issues. Professor Angela Fawcett

The journal provides reviews and reports of research, assessment and intervention practice; its central aim is to bring together researchers and practitioners in the field of dyslexia so that each can learn from the other. The journal is published quarterly by Wiley and is edited by Dr JB Talcott.

The following UK based websites provide evidence supporting the content of this MESH Guide.

British Dyslexia Association

Dyslexia Research Trust

Dyslexia Scotland

SpLD Trust

Also see the website for the European Dyslexia Association.

This Guide is designed to provide beginning teachers with a brief overview of current research in the field of dyslexia and a range of strategies for identifying and supporting dyslexic learners in the classroom. It also provides information and advice on when to signpost for further assessment and intervention.

The evidence from the research cited in this MESHGuide indicates that digital books can support children’s traditional literacy and language outcomes, as well as new literacy skills. New literacy skills encompass ‘the particular affordances and limitations of technology for enhancing early literacy’ (Miller & Warschauer, 2014, p.284).

We welcome feedback on this approach from teacher educators in different settings. The rationale for the approach seems strong and addresses concerns that are commonly expressed about what a evidence-based teaching and teacher education might look like. Please email your comments to admin@meshguides.org.

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A clinically based approach to teacher education enables aspiring teachers to understand and integrate the standards of practice (NCATE, 2010) to which professionals are held accountable (Darling-Hammond, 2006).  ‘Clinical communities of practice’ model professional standards and provide opportunities for aspiring teachers to develop competencies in clinical settings with clinical supervision. They also support teachers to gain recognition as professionals in their communities.