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Chapter 1: Introduction.

This is an independent, empirical study which addresses the issue of dyslexia within the
primary school. The Task Group Report (2002) states that; an accurate indication of the
prevalence of dyslexia is extremely difficult to ascertain due to a variety of factors.
These include such things as variations in definitions; the fact that dyslexia can occur
with a range of other disorders and that common usage of the term is often used without
any clear understanding. Therefore it was of interest to the researcher to gain an
awareness of teachers attitudes towards identifying and meeting the needs of pupils with
dyslexia.
The research questions for the study are;
1. What difficulties does a pupil with dyslexia exhibit in the classroom?
2. What teaching strategies are used by teachers to enable a pupil with dyslexia to
learn?
3. What training do teachers receive in order to help them deal with a pupil with
dyslexia?
An understanding of these areas will provide an insight into how dyslexia is addressed in
the primary school and if it follows the guidance given in relevant literature. To gain an
understanding of these areas both quantitative and qualitative methods for gathering data
will be employed.
The project is a small scale study and due to time restrictions the study is limited to one
school, and allows for a maximum of two methods of data collection.
The study is divided into five chapters:

The introduction.

Literature review- critically analyses relevant literature focussing strongly on the


research questions for the study.

Methodology- an outline of how the study was conducted and discusses the
research methods employed.

The results and analysis- presents research data collected, discusses and analyses
the findings with reference to the findings in the literature review.

Conclusion- brings the study together, summarising findings and states potential
for further research.

To conform to ethics the primary school and teaching staff who participated in the study
will remain anonymous.

Chapter 2: Literature Review.


The term Dyslexia is not new; however, (Poole, 2010) makes us aware that there is a
debate concerning the nature and even existence of dyslexia as a form of learning
disability.
Dyslexia is derived from the Greek language. Dys means difficulty, and lexis means
language. Dyslexia can literally be translated as difficulty with words. It implies that the
problem is not simply with reading which was once a perception, but includes spelling,
writing and other aspects of language. Ott (1997, p.1)
(Cosh, 2011) states that an estimated 15% of children may have dyslexia. Years ago the
figures given were less- not because there were fewer cases of dyslexia but because
slowly understanding and acknowledgement of dyslexia has improved.
Dyslexia can be characterised at behavioural, cognitive and biological levels. (DENI,
2002) states that, the behavioural level deals with the symptoms, the cognitive level
deals with the processes underlying the observed deficits and the biological level seeks to
identify the processes within the brain.
There is a wide range of difficulties presented by pupils with dyslexia; difficulties vary in
degree from mild to severe. Dyslexia is typically described by (DENI, 2002) as
inefficient information processing, including difficulties in phonological processing,
working memory and automaticity of basic skills. The main educational effects of
dyslexia may appear in Literacy and Numeracy.
Difficulties with reading are often the first point at which a child is recognised as having
particular needs in learning. Intellectual grasp of facts, logic, reasoning, imagination and
lateral thinking may be present, though the child seems unable to cope adequately with
the written word. Pollock et al. (2004, p.52) states that reading difficulties may manifest
themselves initially with the mechanics of reading but even if these are mastered there
may be problems with comprehension. Literacy skills require good visual recall of words,
good phonological skills and kinaesthetic strengths. These skills make for fluency in
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spelling and handwriting. A teacher should be alerted to a child with dyslexia if problems
arise, either by spelling being totally bizarre or purely phonic. Many of these mistakes are
common in the writing of young children but normally disappear at 7-8 years old.
However this does not happen in the case of a pupil with dyslexia, mistakes will continue
in their work. As (Exley, 2003) has indicated, Spelling in fact poses the greater problem
for dyslexic children, and this difficulty can continue long after the reading difficulty has
been improved. Children with dyslexia may also experience difficulties with
handwriting, for neurological reasons pupils may find difficulty in manipulating the
pencil.
Traditionally, dyslexia has focused very much on literacy however for some people with
dyslexia, difficulties also transfer into mathematics. (Joffe, 1981), suggests that about
60% of dyslexics have some difficulty with maths. Ott (1997, p.140) highlights that;
people with dyslexia appear to have difficulties with operations which involve short term
memory, sequencing, directional awareness and language aspects of mathematics. Maths
has it own language and this can be the root of many problems. General mathematical
terminology may be unfamiliar as they are not used in other contexts, however, some
mathematical words have other everyday meanings, and this can cause further confusion.
The four core mathematical symbols can also cause problems, the symbol/language
connection may account for the fact that some pupils with dyslexia find algebra terribly
confusing.
Despite these difficulties it must be remembered that most people with dyslexia are
motivated to succeed academically, as a result early identification and intervention are
crucial. Pollock et al. (2004, p.1) states that Dyslexia should be seen as a different
learning ability rather than as a disability. It only becomes a disability if it goes
unrecognised and the teaching is inappropriate.
(Miles 1990, cited in Ott, 1997) states that, the presence of dyslexia will be obvious to
anyone with appropriate experience, whatever their qualifications. (DENI, 2002)
highlights that formal diagnosis of dyslexia at an early age would be inappropriate,
however, certain difficulties can be observed and responded to long before the diagnosis
can be appropriately applied. This early identification enables the teacher to use
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appropriate methods of teaching, preventing the self-perpetuating chain of failure and


frustration that can occur. Interventions should include whole school policies, withinclass approaches and individual interventions, as well as external support through the
ELB Services.
Targeted support needs to be put in place when needs are identified and not follow the
wait to fail model. Everybody has an individual learning style, understanding how they
learn best, and being flexible to adapt teaching approaches, are vital factors in enabling
pupils with dyslexia to learn. (Chasty, cited in Chinn & Ashcroft, 1999) importantly
states, If a child does not learn the way you teach then teach the way he learns.
Much of what teachers do is common to good educational practice, the difference in a
child with dyslexia lies in the need for extra intensity at the point of teaching, for greater
structure to help them learn, for more support while they practice and for explicit
instruction throughout.
(Mac Kay 2006) highlights how the working environment can be the make or break for
a pupil with dyslexia. If the classroom environment works against them, they will not
succeed. When teaching children with dyslexia, teachers should use multi-sensory
methods of teaching and learning when possible, (DENI, 2009) states that, these methods
use all the senses so that information is most effectively absorbed. The pupil with
dyslexia must be enabled to show their knowledge and skills, despite their difficulties
with writing. Often they will be able to shine orally or through the use of appropriate
ICT resources, therefore it is important that teachers actively encourage these methods.
Reading is a stressful experience for many people with dyslexia, so the individual
approach taken to reading is very important. Ott (1997, p.51) highlights four main
methods that may be used to teach reading- the whole word method, involves showing
the whole word accompanied by pictures, the idea is that repeated visual inspection helps
to memorise and read the word. The phonic method, involves being taught the
relationship between the letter names and the sounds, this method is useful for
deciphering unfamiliar words. The whole sentence method, when the pupil learns to
read sentences and is encouraged to use the meaning of the sentence to help make sense
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of individual words. Lastly the alphabetic multi-sensory method, teaches the pupil to
see, hear and feel letters and sounds simultaneously. The proficient teacher will be
familiar with all methods and will incorporate elements of each into the teaching.
Spelling differs from reading; it requires the production rather than the recognition of
spelling patterns. Ott (1997, p.108) emphasises how pupils with dyslexia should be taught
spelling using multi-sensory methods- the pupil looks, says, writes and finally reads the
written word. Teachers should combine the teaching of handwriting with spelling. The
Bullock Report (1975) observed that if a child is left to develop handwriting without
instruction, he is unlikely to develop a running hand which is simultaneously legible, and
effortless to produce. When learning to write, pupils may practice writing in the air or
tracing letters with their finger, before progressing onto paper. Hickey (1977, cited in Ott,
1997) argued that all children should be taught cursive handwriting, as it provides
directional left to right emphasis and eliminates the need to lift the pencil, therefore
lessens the chance of reversing letters.
As with the teaching of literacy the approach to teaching Numeracy to pupils with
dyslexia, should also be multisensory. (Miles and Miles 1992) highlight that taking a
kinaesthetic approach by using concrete materials before the abstract concept is
introduced proves advantageous. Numeracy games work particularly well with pupils
with dyslexia as they have an aversion to plain work sheets.
(Jacob, Wadlington & Bailey 1998) emphasise that all students with dyslexia will not
need help in all the above areas; specific strategies should be developed for individual
pupils.
Training, knowledge and understanding of dyslexia is crucial to ensure that the specific
needs of pupils are met. However unfortunately, one of the main reasons the Task Group
Report on Dyslexia (2002) was undertaken was due to the noticeable lack of knowledge
and training of teachers in the area of dyslexia. The report felt it necessary to devote one
chapter to the issue of current training in special educational needs.

The Report highlighted that there is no accredited training in dyslexia in Initial Teacher
Education, final year BEd students may select a module in Special Educational Needs,
within which they may opt for a placement with pupils with dyslexia, however the
module is not compulsory. For qualified teachers there are a small number of relevant
training courses and conferences organised by other bodies. However, (DENI, 2002)
highlights that attendance at these is voluntary, occurs outside school hours and is usually
self-funded.
To enhance teacher training in relation to Dyslexia, the Task Group recommends that
consideration should be given by the Department of Education to the dyslexia training
component of Initial Teacher Education courses, with a view to offering students the
opportunity to gain accredited training and the Department should also reconsider its
position on the funding of Continued Professional Development courses.
In conclusion, (Richardson, 1992) highlights that the treatment for dyslexia must be
educational. Teachers must accept that more students with dyslexia will be entering
classrooms and that personal classroom philosophies may be challenged. Teachers must
accommodate the pupil with dyslexia and modify teaching styles accordingly, giving the
pupil the opportunity to succeed. Ultimately, it must be remembered that teaching
strategies utilised to assist pupils with dyslexia can also be beneficial to all pupils in the
class.

Chapter 3: Methodology.
The aim of methodology is to help understand, in the broadest possible terms, not the
products of scientific inquiry but the process itself. Cohen et al. (2000, p.45)
The purpose of this study is to gain an understanding of; the difficulties a pupil with
dyslexia will display in the classroom, the teaching strategies which are used to enable
the pupil to learn and the training teachers receive to help them deal with a pupil with
dyslexia.
In order to gain an understanding of these areas it is important to focus on a variety of
research methods to produce reliable data which can be collated and interpreted (Walker,
1985). To triangulate research findings quantitative and qualitative methods of research
have been selected for this study. Cohen et al (2000, p.112) defines triangulation as, The
use of two or more methods of data collection in the study of some aspect of human
behaviour. Using more than one method of data collection adds validity and reliability to
the study.
The research was carried out in a small rural primary school with 6 teaching staff and a
total of 105 pupils, 16 which are on the special needs register. The quantitative method of
data collection the researcher chose was a questionnaire. Questionnaires provide
structured, often numerical data, being able to be administered without the presence of
the researcher, and often being comparatively straightforward to analyse. Wilson and
McLean (1994, p.245.) Despite the many advantages there are disadvantages when using
a questionnaire- the time factor involved when designing, limited flexibility in terms of
response format and the impossibility of checking the honesty of answers provided. The
qualitative method of data collection which the researcher opted for was an interview, an
interview is an interchange of views between people on a topic of interest Cohen et al.
(2000, p.267.) A major advantage of an interview is its adaptability; the interviewer can
follow up ideas, probe responses and investigate motives and feelings. Despite the many
advantages there are also some disadvantages witch must be addressed, interviews can be
time consuming and the responses given may be biased.

Conducting the research brought to the fore ethical issues; the researcher adhered to
guidelines issued by BERA and an ethics form was completed in line with college
requirements. Respondents were assured that information provided would be strictly
confidential, remain anonymous and would not be used for any purpose other than this
study.
The questionnaire comprised 11 questions, which entailed open-ended and closed
questions, which included dichotomous, multiple choice and rating scales. Closed
questions were predominate, as they are quick to complete and straightforward to code
for the purpose of analysis. Norton (2009, p.93) makes us aware that open-ended
questions are used when we want to find out how the respondent thinks or feels about a
topic, closed questions are used when we want to have some measurable count of
respondents behaviours. When designing the questionnaire the researcher was aware that
there are several caveats about the framing of questions, so a conscious effort was made
to avoid leading questions, complex questions and questions that are replete with
ambiguity.
Before distributing the questionnaire the researcher piloted it to a group of under
graduate student teachers A pilot has several functions, principally to increase the
reliability, validity and practicability of the questionnaire Oppenheim (1992, p.260.) The
feedback from the pilot study was positive with only minor adjustments required.
Having been granted permission from the principal, the questionnaire was personally
administered at the beginning of the week to the six teaching staff in the school and
collected at the end of the week; affording the teachers adequate time for completion.
Before carrying out the interview the questions were piloted with another teacher in the
school and no changes were deemed necessary. The researcher then contacted the
SENCO, explained the purpose of the interview and participation was kindly agreed in
writing. The SENCO was chosen by the researcher as it was felt; due to experience this
professional would provide most information on the area of dyslexia.

A semi-structured interview was carried out; the majority of the questions were predetermined; however there was a level of flexibility and an allowance to develop
questions further. The interview consisted of six open-ended questions, opting for openended questions allowed the interviewer to probe and to make a truer assessment of what
the respondent believed.
What was said in the thirty minute interview was simply transcribed. The researcher was
aware by choosing this method that there would be potential of data loss; however also
felt that an audio recorder may constrain the respondent when answering. The interview
was carried out in the classroom after school hours, thus minimising distractions and
interruptions.
Once the data was collected from both the questionnaire and interview, the researcher
was required to present, discuss and analyse the results. Fortunately the researcher did not
encounter problems when carrying out the research; since all participants were honest,
obliging and forthcoming.

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Chapter 4: Results and Analysis.

As this was a small case study the data collected from the questionnaire was simply
coded by hand and then transferred to Microsoft excel, where a number of tables and
graphs were created. Smoothey (1995) comments that graphs can appeal to visual
memory in ways that mere tallies or frequency distributions cannot. The data collected
from the interview was almost inevitably interpretive; the responses to the questions
asked are simply discussed and interpreted in the analysis.
The response rate from the questionnaire was extremely pleasing with a 100% return rate;
this was very beneficial as views are representative from all key stages within the primary
school. In answering some questions the respondents were often asked to select more
than one answer, it is important to keep this in mind when reading the data.
ExperienceTo gain an insight into the respondents experience the researcher felt it was appropriate
to ask how many years teaching experience they had, excluding initial teacher training
and how many pupils with dyslexia they had taught.
Table 1- Years Teaching Experience.
Years Teaching Experience.
0-5
5-10
10-15
15+

Number of Teachers.
1
2
0
3

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The results reveal a wide spread of teaching experience. The researcher also asked the
interviewee for how long they had been SENCO, it was discovered that they had been in
this position for 5 years. With this experience the researcher expected the SENCO to
have acquired a certain amount of knowledge and understanding about dyslexia.

Figure 2: Graphshowingnumber of pupilstaught


withdyslexia
4

s
h
c
a
fT
ro
e
b
m
u
N

0
0

1-5

6-10

10+

Number of Pupils

Only one of the respondents had never taught a pupil with dyslexia, unsurprisingly this
was the respondent who had 0-5 years teaching experience. The one teacher, who had
taught 10+ pupils with dyslexia, was one of the three teachers who had 15+ years
teaching experience. Half of the respondents had taught between 1-5 pupils with dyslexia
despite some having 15+ years teaching experience, this small number of pupils taught
with dyslexia may be due to the size of this rural school where the research was carried
out. In the interview the SENCO informed the researcher that currently there are three
pupils in the school with dyslexia and these pupils receive outreach support from the
SPLD service.

Early Indicators-

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Quite an array of answers were given when asked to highlight the most common
indicators of dyslexia

Figure3:Chart showingearlyindicatorsof dyslexia


Poor concentration
Good oral communication, but
can't put into wirtten form
Poor spelling skills
Poor quality/illegible
handwriting
Difficulty following
instructions
Easily distracted
Difficulty organising time and
materials
Pupil appears clumsy
Significant difficulties in
sequencing
Difficulty with reading
accurately

When briefly defining dyslexia all six respondents referred to it as a difficulty in a


particular area of literacy, between the six respondents, the three areas of reading, writing
and spelling were all highlighted. When stating the most common indicators of dyslexia,
respondents selected poor spelling skills and difficulty with reading accurately as being
most common this was to be expected considering how the respondents had previously
defined dyslexia. It was quite surprising that when asked for a definition no respondent
referred to any difficulties in numeracy, as (Joffe, 1981) highlights, about 60% of
dyslexics have some difficulty with maths. The definition the respondents gave may be
due to the fact that traditionally dyslexia was focused very much on literacy. However in
the interview the SENCO highlighted the difficulties a pupil with dyslexia may have in
numeracy stating, they generally have poor recall of number bonds and times tables.
Action TakenWhen asked about the immediate action taken if a pupil is suspected of having dyslexia,
the responses given were varied.

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Figure4:Chart showingimmediateactiontakenif apupil


issuspectedof havingdyslexia
More foucused observation

Consultation with parent

Consultation with SENCO

Refer for testing

Other

The immediate course of action taken by the majority of teachers is, more focussed
observation. This emphasises that knowledge and understanding of dyslexia is crucial. If
teachers are to successfully identify a pupil of having dyslexia then they must be aware
what indicators to look out for. The other area which was highlighted by a respondent
was consultation with principal. The researcher would assume that the majority of
teachers would not take this immediate course of action as the principal is occupied with
many other issues and knowledge and expertise is commonly attributed to the SENCO.
All teachers would most likely address all the above stated areas at some point if they
suspect a pupil of having dyslexia, however it must be remembered that the question
asked was- immediate course of action. During the interview the SENCO informed the
researcher that a pupil cannot be referred for testing until screening is made available and
this does not happen until the pupil is 7.5 years old. Until this point the pupil generally is
on IEP and the class teacher puts in place their own strategies which they feel
appropriate.

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Early IdentificationAll respondents strongly agreed that pupils experiencing dyslexia ought to be identified
as early as possible. The code (1998, 2.14) affirms that, It is important that childrens
special needs are identified at an early stage. When asked about the benefits of early
identification six out of the six teachers agreed that early identification enables the
teacher to use the most appropriate teaching methods to help the pupil, as being most
beneficial. (Chasty, cited in Chinn & Ashcroft, 1999) importantly stated, If a child does
not learn the way you teach then teach the way he learns.
StrategiesWhen teachers were asked to rate the following strategies when dealing with a pupil with
dyslexia, quite an array of responses were given.
Table 5- How teachers rated the following strategies when dealing with a pupil with
dyslexia.
Strategy.

Very
Beneficial.

Beneficial.

Use a multi-sensory teaching approach


when possible.
Seat the child near to the teacher.

6
1

Minimise copying from the board.

When providing notes/hand-outs use


various colours and underline.
Promote the use of the computer for word
processing.
Encourage phonic method when teaching
reading.
Encourage the use of story tapes for
enjoyment and to enhance vocabulary.
Encourage the use of Numeracy games to
develop mathematical concepts as opposed
to worksheets.
When marking work, credit for effort as
well as achievement.
When marking work, only highlight
spelling mistakes appropriate to the childs
level of spelling.

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Not
Beneficial.

(The figures in table 5 show how many of the six teachers ticked each column- very
beneficial, beneficial or not beneficial.)
It was unanimously agreed by all six respondents that using a multi-sensory teaching
approach was very beneficial when dealing with a pupil with dyslexia, this supports what,
(DENI, 2009) stated, these methods use all the senses so that information is most
effectively absorbed. The rating of the other strategies was quite varied; it may be
assumed that the respondents rated the strategies, considering how beneficial they were
for a particular pupil they had taught with dyslexia, what was very beneficial for one
pupil may not have been beneficial for another. Respondents were also asked to state any
other strategies which they find useful. Three of the six teachers listed additional
strategies which were, using magnetic letters to build words, give no more than two
instructions at a time, use coloured pens on whiteboard and put less emphasis on the
amount of work recorded if the pupil has responded orally. These responses illustrate to
the researcher definite knowledge of particular strategies. Three respondents left the
open-ended question blank this could suggest that they have no additional strategies to
add or perhaps indicates unawareness of specific strategies.
During the interview when asking the SENCO about beneficial strategies, the researcher
sub-divided the question so the response given would be more focussed. Additional
strategies which the SENCO stated which were not highlighted in the questionnaire are;
General- Pair the pupil with a study buddy for extra help and support. Give pupils with
dyslexia duties as they can often be restless, this keeps them active but with a purpose.
Reading- Generally a pupil with dyslexia will have a lower reading age so it is very
important to select books with age appropriate interest but still at their ability level.
Writing- Put less emphasis on written work- give the pupil the opportunity to respond
orally and use various ICT resources.
Spelling- Use the multi-sensory approach- look, say, cover, write and check.
Numeracy- Incorporate appropriate songs into numeracy, to help pupils learn. The
SENCO highlighted that pupils with dyslexia will generally be better at number work
than literacy so it is very important to praise that.

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Knowledge and TrainingWhen teachers were asked where they had gained their knowledge on dyslexia a range of
responses were given.

Figure6: Chart showingwhereteachershavegainedknowledge


on dyslexia

Initial teacher training

Personal library
research
Additional courses

Other

The majority of teachers gained their knowledge from additional courses. The other
area which respondents stated was knowledge from other teachers, this highlights that
these respondents and those who gained knowledge from personal library research,
actually have no specific training on dyslexia. Such a void presumably impinges on the
effective delivery of the curriculum for those pupils with dyslexia. The respondents, who
gained knowledge from initial teacher training, were the most recently graduated. This
shows that more emphasis must have been put on the area of dyslexia during initial
teacher training in recent years; this may be due to publication of the Task Group Report
on Dyslexia (2002), where the noticeable lack of knowledge and training of teachers in
the area of dyslexia was highlighted. In the interview the SENCO was asked if they had
any additional training in special educational needs. On getting the position of SENCO
they received training on how to update files and how to manage the SEN register,
through a school based course. As SENCO they have attended additional courses on
various special educational needs. With regards to dyslexia specifically the SENCO
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attended an added cluster course which was one session per week for six weeks.
Currently the SENCO is undertaking a course in Queens University part- time called Coordinating support for Learning in the 21st Century the course is part of a Masters
programme, it is self-funded and the SENCO is doing it in their own time in an attempt to
further develop their own professional development.

Figure7: Would you liketo receive morespecific trainingwith


regardsto dyslexia?
7
6
5
4

s
h
c
a
fT
ro
e
b
m
u
N

3
2
1
0
Yes

No
Response

All respondents stated that they would like to receive more specific training in the area of
dyslexia, this could infer that none of the teachers are fully satisfied with the level of
training they currently have, or it could also be assumed that teachers would simply like
more training to keep up to date with relevant information and strategies to ensure they
are providing pupils with dyslexia the best possible learning experience.

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Figure8: Graph showingratingof trainingand knowledgeinarea


of dyslexia
4

s
h
c
a
fT
ro
e
b
m
u
N

0
Excellent

Very good

Good

Average

Poor

Rating

It was disappointing that none of the respondents rated their overall knowledge and
training in the area of dyslexia as very good or excellent. Despite teachers efforts, pupils
with dyslexia cannot be receiving the best possible teaching approaches to help them
learn effectively, as training, knowledge and understanding of dyslexia is crucial to
ensure that the specific needs of pupils are met. However on a more positive note, none
of the respondents considered their training and knowledge in the area of dyslexia as
poor.

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Chapter 5: Conclusion.
When designing the questionnaire and interview the researcher ensured that the data
acquired would answer the research questions and indeed the responses fully answered
the research questions for the study.
The findings from this study were diverse as much as they were in agreement; this
presents a realistic synopsis of current practice and thinking in the area of dyslexia. As
literature has highlighted, dyslexia is not manifested in exactly the same manner twice.
As a result there may be pupils attending the same school having being diagnosed with
dyslexia, yet displaying characteristics unique to them.
A summary of the main findings from the study are;

There are a wide range of difficulties presented by pupils with dyslexia; the
difficulties vary in degree from mild to severe, from pupil to pupil. The main
educational effects of dyslexia appear in literacy and numeracy but according to
the responses from the teachers, difficulties are primarily within literacy.

The strategies used by teachers to enable a pupil with dyslexia to learn also vary
from pupil to pupil. Consideration and adoption of teaching styles is
a critical part of any strategy. It was agreed by all respondents and
literature also supports the view that using a multi-sensory approach to teaching a
pupil with dyslexia is very beneficial.

Undisputedly teachers feel that they lack training in the area of dyslexia, all
respondents aspire to be better trained and more knowledgeable, but unfortunately
due to lack of time and funding are not given such training. It is clear that in
order to make amendments to this area the teacher must be given opportunities for
further training. If teachers are given this opportunity, it will undeniably improve
their confidence in identifying a pupil with dyslexia and devising and
implementing strategies to deal with dyslexia.

The biggest limitation of this study was the fact that it was conducted on such a small
scale and limited to one school. Therefore generalisations of the results to other schools
are not known. While there is no reason to doubt that somewhat similar results would be
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obtained in other school settings, future studies with larger numbers would be useful, and
would increase the external validity by allowing across-group comparisons, perhaps
between schools in different areas. If time permitted further research could be conducted
at a wider scale, the views of educational psychologists and parents of pupils with
dyslexia could also be sought; this would add greater reliability and validity to the study.
Completion of this study has been very beneficial for the researcher it has helped to gain
a better knowledge and understanding of the common indicators of dyslexia and
appropriate strategies which may be beneficial when teaching a pupil with dyslexia.

21

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Pollock, J., Waller, E. & Pollitt, R. (2004) Day-to-Day Dyslexia in the Classroom.
Second Edition. Oxon: Routledge Falmer.

Poole, J. (2010) Dyslexia: a wider view. The contribution of an ecological paradigm to


current issues, Educational Research, 45 (2), pp. 167-180.

Rose, J. (2009) Identifying and Teaching Children and Young People with Dyslexia and
Literacy Difficulties. Nottingham: DCSF Publications.

Richardson, S. O. (1992). Historical perspectives on dyslexia. Journal of Learning


Disabilities. 25, pp. 40-47.

Smoothy, M. (1995) Graphs. New York: Marshall Cavendish.


Walker, R. (1985) Doing Research- A Handbook for Teachers. London: Methuen & Co.
Ltd.
Wilson, N. & McLean, S. (1994) Questionnaire Design: a Practical Introduction.
Newton Abbey, Co. Antrim: University of Ulster Press.

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I am a final year student and I am currently engaging in a study about dyslexia at primary
school level. I would be most grateful if you would take time to complete this
questionnaire to help me with this study. The primary aim of this questionnaire is to
investigate the difficulties a pupil with dyslexia will exhibit in the classroom; the
strategies used to enable the pupil to learn and to ascertain the level of training teachers
receive in order to deal with a pupil with dyslexia. Before distributing this questionnaire
an ethics form has been completed in line with college requirements. All information
provided is strictly confidential, remains anonymous and will not be used for any other
purpose other than this study.

24

1) How many years teaching experience have you got? (Not including initial
teacher training. Please tick.)
0-5

5-10

10-15

15 +

2) Approximately how many pupils with dyslexia have you taught? (Please tick.)
0

1-5

6-10

10+

3) Briefly how would you define dyslexia? (Please state.)


_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____

4) Which of the following would you consider to be the most common early
indicators of dyslexia? (Please tick up to 5 boxes.)
Poor concentration.

Easily distracted

Good oral communication


but unable to put it into written
form.

Difficulty organising
time and materials.

Poor spelling skills.

Pupil appears clumsy.

Poor quality/

Significant difficulties in
25

illegible handwriting.

sequencing.

Difficulty following instructions


(written or oral.)

Difficulty with reading


accurately.

5) What is your immediate course of action if you suspect a pupil has dyslexia?
(Please tick one box.)
More focussed observation

Refer for testing

Consultation with:
Parent

Other (Please state.)


______________________

SENCO

______________________
______________________

6) Pupils with dyslexia should be identified as early as possible. (Please circle.)


Strongly agree

Agree

Undecided

Disagree

Strongly disagree

7) What do you think are the benefits of early identification? (Please rank in
order 1-5. 1 being most beneficial, 5 being least beneficial.)
Enables the teacher to use the most appropriate teaching methods to help the
pupil.
Prevents the self-perpetuating chain of failure.
Extra time can be provided for completion of work.
Pupil is generally more responsive to remediation at a young age.
A classroom assistant may be provided.

26

8) How do you rate the following strategies when dealing with a pupil with
dyslexia? (Please tick.)
Strategy.

Very
Beneficial.

Beneficial.

Not
Beneficial.

Use a multi-sensory teaching approach


when possible.
Seat the child near to the teacher.
Minimise copying from the board.
When providing notes/hand-outs use
various colours and underline.
Promote the use of the computer for word
processing.
Encourage phonic method when teaching
reading.
Encourage the use of story tapes for
enjoyment and to enhance vocabulary.
Encourage the use of Numeracy games to
develop mathematical concepts as opposed
to worksheets.
When marking work, credit for effort as
well as achievement.
When marking work, only highlight
spelling mistakes appropriate to the childs
level of spelling.
Please state any other strategies you find useful when dealing with a pupil with
dyslexia that are not listed in the table.
a) _________________________________________________________________
_
b) _________________________________________________________________
_
9) From which of the following areas have you gained your knowledge on
dyslexia. (Please tick.)
Initial teacher training

Additional courses

Personal library research


Other (please state.)
_______________________________________________________________________
27

_______________________________________________________________________
_______________________________________________________________________
___

10) Would you like to receive more specific teacher training with regards to
dyslexia? (Please tick.)
Yes

No

If yes is there any particular area of dyslexia you would like to receive more training
in? (Please state.)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___
11) How would you rate your overall training and knowledge in the area of
Dyslexia? (Please circle.)
Excellent

Very Good

Good

Average

Poor

Thank you for taking the time and effort to complete this questionnaire, this information
is much appreciated, as it will prove very beneficial to me in completion of my study.
Signed: __________________________
Email address: ______________@____________
Interview Questions.
1) For how long have you been SENCO in the school?
2) How many pupils with dyslexia are there in the school and what additional
support are they receiving?
3) From your experience, what are the most common early indicators of dyslexia?
28

4) What action is taken within the school if a pupil is suspected of having dyslexia?
5) What strategies do you feel are most beneficial when dealing with a pupil with
dyslexia?

General- classroom management/ marking work etc.

Literacy -Reading.
-Writing.
-Spelling.

Numeracy.

6) As SENCO have you additional training in SEN? (If so was dyslexia addressed
specifically?)

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