Overview

This is a wide ranging module, covering psychological research into the range of difficulties that are characteristic of developmental dyslexia, neurophysiological research into its possible causes, and models of reading and spelling acquisition as well as the role of memory. Topics include:

1. Survey of the main theories about dyslexia and its aetiology;
2. The nature of dyslexic difficulties as found by research and observation;
3. Introduction to assessment tools for the purpose of assessing attainment, and to using test results to formulate teaching approaches and programmes;
4. The ways that difficulties with mathematics are related to those of reading and spelling difficulties;
5. An introduction to those aspects of phonetics, phonology, and philology which will be of assistance to teachers in work with dyslexic learners;
6. Social and emotional issues in dyslexia;
7. A historical introduction to dyslexia, its identification and approaches to teaching;
8. Current statutory provision for learners with additional educational needs;
9. Required to keep up-to-date with a combination of recent, relevant texts, books and peer reviewed research articles and to build skills of critical review and evaluation of this material.

Learning Outcomes

• Be able to critically evaluate and interpret reports from other professionals, including educational psychologists and use their findings to inform work with dyslexic learners.

• Demonstrate an understanding of contemporary theories of the typical development of language, literacy and numeracy skills and how dyslexic learners may differ from those who are not experiencing difficulties in acquiring these skills.

• Demonstrate and understanding of the implications of social, emotional, behavioural and community issues for dyslexic learners and their families across the full age range.

• Demonstrate familiarity with the evidence-base concerning effective interventions for learners with dyslexia and literacy difficulties, and show how such knowledge may be used in monitoring and evaluating programmes of support.

• Develop and demonstrate the necessary knowledge and skills competently to observe diagnostically and assess the cognitive abilities and difficulties of pupils who fail to become competent in literacy and/or numeracy and report appropriately on their needs and provision required.

• Understand and critically appraise: current research in the specific learning difficulties/dyslexia and its relevance for teaching and learning.