[...]... children with dyslexia The key point, therefore, in teaching children with dyslexia is knowledge of teaching, not access to resources It is important that the teacher has knowledge and understanding of the type of difficulties associated with dyslexia and also of the actual child, i.e his/her profile, background, difficulties, strengths and the strategies that have already 7 Dyslexia and Inclusion been... the Listening and Literacy Index (Weedon and Reid, 2001) which is described below Listening and Literacy Index (Weedon and Reid, 2001) Hodder Murray, www.hoddertests.co.uk The Listening and Literacy Index (Weedon and Reid, 2001) comprises group tests for profiling literacy development and identifying specific 22 Understanding and Identifying Dyslexia learning difficulties It contains linked standardised... experience the actual learning through the kinaesthetic modality Although this is related to teaching approaches it is crucial that this is acknowledged in the identification and assessment process as it is important that reasons for the difficulty are sought, and further, that a clear link can be forged between assessment and teaching approaches Assessment Process and strategies Dyslexia should not only... severe, and the extent and severity of these difficulties will have an impact on the assessment results and the subsequent recommendations for support 10 Understanding and Identifying Dyslexia Information processing It can be suggested that dyslexia is an information processing difficulty Information processing describes the interaction between the learner and the task Essentially the information processing... Wearmouth and Reid (2002) suggest that in order to plan appropriate teaching approaches for children with dyslexia and other special needs there has been a move away from the solely ‘medical’ model of difficulties in learning to one that recognises the interactive nature of difficulties in 23 Dyslexia and Inclusion learning This envisages a broader concept of the nature of ‘special needs’ and how these... extremely important as the profile of strengths and difficulties presented by children with dyslexia can differ This, therefore, means that the responsibility for teaching children with dyslexia lies, not with a ‘specialist’, but with class teachers who have the knowledge and the experience of adapting and differentiating teaching materials, and are able to adapt their teaching to suit the needs of the learner... crucial and the needs of children with dyslexia can be met, as much through careful planning of curriculum and teaching objectives, as through the use of specialised materials Dyslexia as a difference Dyslexia can be described as a difference in the way some people process information This means that reading accurately, and at speed, can be difficult for children with dyslexia, as can spelling accurately and. .. strategies and supports that are appropriate and can be readily applied to the classroom without referring to costly commercially produced materials There is of course a wide range of programmes and resources which have been specifically developed for use for children with dyslexia, many of these are excellent and will be referred to in the following chapter of this book 4 Understanding and Identifying Dyslexia. .. of coloured background for text and the font characteristics and font size 5 Dyslexia and Inclusion Connections The symbol in the diagram above between the eye and the ear represents the neurological basis for dyslexia and the importance of neurological connections These connections help with the integration of different skills such as visual/motor integration, as in copying, and auditory/kinaesthetic... and written responses 11 Dyslexia and Inclusion and in performances within the different subject areas of the curriculum It is also important to acknowledge the differences between individual children with dyslexia The identification process should, therefore, also consider learning styles and cognitive styles An appreciation of this can help to effectively link assessment and teaching Miscue analysis . attest to the accuracy and integrity of this document Date: 2005.05.08 04:52:15 +08'00' Classroom Approaches for Assessment, Teaching and Learning Dyslexia and Inclusion Gavin Reid David. an under- standing of dyslexia and to offer some specific and practical approaches for assessment, teaching and learning. The book aims to highlight how the needs of children with dyslexia can. education institutions and voluntary associations to develop teaching programmes, and resources for identification and intervention for dyslexia (Reid, 2001; Crombie, 2002). Dyslexia and Inclusion 2 Dyslexia