A Framework for Understanding Dyslexia

What is the Framework and who is it for?

About the Framework

The Framework is designed for teachers working in post-16 education or training. It is aimed particularly at those who teach literacy, language and numeracy, either within discrete provision or embedded within another academic or vocational programme, but who are not specialists in the field of dyslexia. We hope it will provide useful information both for existing teachers and for teachers in training.

The Framework provides:

• general information on the nature of dyslexia
• a review of theories about dyslexia
• an overview of approaches and programmes used by specialists who support dyslexic learners
• a resources section including detailed information on dyslexia theories and a list of further reading
• a glossary

Raising awareness

All teachers need an awareness of the indicators of dyslexia and dyscalculia and need to know how to respond when they recognise them.

About 4% of the population are thought to be affected to a significant extent by dyslexia. As many as a further 6% of the population may be affected to a lesser extent – but some suggest that the percentage may be higher.

Most literacy, language and numeracy teachers will have some dyslexic learners in their groups and the Disability Discrimination Act requires all teachers to be prepared to respond to their needs.

What is covered in the Framework?

The Framework covers four main areas:

• Introduction – This section provides general information on dyslexia and dyscalculia to help teachers understand and respond to the needs of their learners.
• Theories of dyslexia – An overview of current theories of dyslexia to enable teachers to understand the nature of the difficulties faced by dyslexic learners and how thse might influence approaches to teaching and learning.
• Approaches and programmes used by specialists – Information on approaches and programmes used by dyslexia specialists in post-16 education and training is presented here. This section also includes a number of case studies, with learners and teachers talking about each approach and images showing the approaches in action.
• Resources – More detailed information on the theories of dyslexia in the form of theory tables can be found in this section, along with a detailed list of useful further reading organised into three sections: Practical guides; Theoretical but accessible texts; and Academic texts.

The Framework does not duplicate the guidance given in the Department for Education and Skills publication Access for All: Guidance in making the adult literacy and numeracy core curricula accessible. However, teachers are recommended to refer to Access for All as perhaps the best source of practical teaching suggestions to help dyslexic learners that is currently available.

This Framework was produced as part of a project to research approaches to teaching and learning with dyslexic learners in adult literacy, numeracy and ESOL provision undertaken in 2003–04. Part of that project involved action research with organisations where approaches covered in the Framework are in use.

Multimedia

On this website, together with the Framework are additional materials from those action research projects. These include learners and teachers talking about each approach and images of the approaches in action.

• Introduction
• Theories of dyslexia
• Approaches and programmes used by specialists
• Case studies
• Resources
• Glossary
• Help