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Training Programmes for Teachers to Better Assist Dyslexic Students

Introduction

Dyslexia is a learning difficulty that is thought to affect around 10% of the population, with up to 4% being severely affected. It mainly causes problems with reading, writing and spelling. Being dyslexic has no correlation with your intellect and although it is a lifelong problem, with the correct support and intervention, people with dyslexia can go on to achieve academic success and do well in their careers. 

Dyslexia often becomes apparent once a child starts school, meaning that teachers and other school staff are ideally placed to spot the signs that a child is struggling. If teachers and other educators have the correct skills and knowledge to assist dyslexic students, they can stop them from getting behind in their studies and provide a more even playing field for all pupils. 

In this article, we will explore the role that effective training programmes can play in equipping teachers with the necessary skills to support dyslexic students in the classroom.

Understanding Dyslexia in the Classroom

Understanding Dyslexia in the Classroom

The Department for Education set itself some ambitious targets as part of its ‘Levelling Up’ ambitions, including 90% of students leaving primary school in England with at least the expected standard in reading, writing and maths by 2030. To achieve these kinds of targets and give children the best foundation for future academic success, teachers need to know how to support students who have learning difficulties or are at risk of falling behind.

We know that interventions for dyslexia are usually most effective when they are started early. Effective training programmes should educate teachers on how to spot the signs of dyslexia, how to assist students and how to involve the student and their family in the process. This collaborative effort should provide students with the support that they require, whilst also ensuring some commitment from them to engage with the services on offer. 

Firstly, teachers need to understand what dyslexia is and how to spot the signs. Generally, a student with dyslexia may:

  • Write very slowly or read very slowly
  • Write letters in the wrong order
  • Confuse letters that look similar (for example b and d) and write them the wrong way round
  • Have poor or inconsistent spelling
  • Have difficulty processing and understanding written information (even if they understand it when told verbally)
  • Have problems with planning or organisation
  • Struggle with carrying out a sequence of instructions

Some indicators that a preschool child may be dyslexic include:

  • Speech delay
  • Problems with pronunciation or jumbling up words in sentences
  • Lack of understanding of rhyming words
  • Lack of interest or difficulty learning letters
  • Struggling to express themselves clearly or knowing the right words to use

Children in Key Stage 1 and 2 (ages 5 to 11) may show some of the following indicators:

  • Problems learning the names of sounds and letters
  • Struggling with learning information in order (such as the days of the week, months of the year or alphabet)
  • Poor handwriting
  • Finding it hard to copy out passages of text
  • Difficulty with phonological awareness
  • Poor word attack skills (making sense of new words by breaking them into their more familiar, component parts)

Dyslexia can cause additional problems for older students and adults including problems meeting deadlines or revising for exams, memory problems (such as remembering PIN numbers or passwords) and poor presentation or organisation of written work. 

People with dyslexia may try to avoid reading or doing written work or become easily overwhelmed by such tasks.  

Sometimes, children with dyslexia display additional problems that can affect them at school, such as:

  • Problems with numbers and maths (dyscalculia)
  • Poor short-term memory
  • Short attention span or difficulty concentrating (this may also be linked to ADHD)
  • Difficulties managing their time or staying organised
  • Problems with their physical coordination (such as dyspraxia)

Once a teacher has noticed some irregularities that suggest one of their students may be dyslexic, they should be able to offer additional help to their student or signpost them to someone else who can help.

The Need for Specialised Teacher Training

All teachers are, to some degree or another, teachers of special educational needs and disabilities (SEND). Many dyslexic pupils are being failed in the classroom because their learning differences are not being noticed or addressed and their needs are not being met. Spreading awareness and understanding about dyslexia is key to improving outcomes for pupils, and specialised teacher training is the best way to ensure that all teachers, SENCOs and teaching assistants can better assist dyslexic students. 

When teachers receive specialist training on special educational needs, including dyslexia, they are better equipped to help their students by making good decisions and using the right strategies.

The benefits of specialised teacher training include:

  • Early identification of dyslexic students
  • More effective and innovative intervention strategies
  • Ability to recognise and identify students that require additional support in class, before they have to ask for help
  • A more empowered workforce
  • Improved satisfaction from pupils and their parents/carers
  • More engagement from students
  • Better outcomes for dyslexic pupils
  • Calmer and more inclusive classroom environments

Teachers who understand dyslexia will be able to approach students in a calmer and more understanding way, which can reduce classroom conflict and help to build better relationships between pupils and staff.

Key Components of Effective Dyslexia Training Programmes

Key Components of Effective Dyslexia Training Programmes

There are many different training options available for teachers who want to improve their understanding about dyslexia and how to address it. Training may be delivered in person or online and it could be done on an individual or group basis. 

For training programmes to be effective, there needs to be an emphasis on practical strategies and real-life scenarios. If teachers are unable to put what they have learned into practice in their everyday classroom activities, then there is little point in undertaking training in the first place. 

Training programmes for teachers to better assist dyslexic students should cover some of the following:

Basic overview of dyslexia

Training programmes should begin with a basic overview of dyslexia that will give teachers a solid foundation, including:

  • What is dyslexia?
  • How dyslexia may affect students in the classroom
  • Warning signs to look out for
  • Diagnostic tests and assessments
  • Appropriate adjustments

Evidence-based interventions

Training programmes should discuss different options for intervention with a focus on tailoring approaches to the individual as there is no one size fits all approach.

Interventions may include:

  • Regular learning sessions in small groups
  • 1:1 lessons with a specialist teacher
  • Phonics interventions
  • Multi-sensory approaches (e.g. reading a letter out loud as well as drawing it into the air)

Additionally, dyslexic students may find that using technology or software programs can help them with their learning.

Using technology to help children with dyslexia

Sometimes children with dyslexia are more comfortable working with a computer or tablet than a book and pen. Effective training programmes for teachers should cover how to integrate technology into the curriculum to help children with dyslexia and how to use it correctly. Teachers need to have an understanding of different programs and a certain level of computer literacy so that they can instruct and assist their students. 

Useful technology may include:

  • Basic word processing programs
  • Text-to-speech software
  • Interactive applications

The Dyslexia Association offers one-to-one training on how to use assistive software.

How to involve families in their child’s education

The outcomes for students will be better if they have support both in and out of school. Effective training programmes should cover how to involve families in their child’s education, for example:

  • How to communicate with parents and carers about their child’s dyslexia
  • How to encourage reading at home
  • Ways to make reading fun
  • Giving and receiving feedback

Working with empathy and understanding

Patience is key when working with students who have dyslexia. Training programmes should find ways to convey the importance of working with empathy, understanding and being patient, for example:

  • Creating an environment where students feel safe, secure, understood and valued
  • How to deal with emotional responses from students, who may experience a range of emotions in response to their dyslexia, including shame, anger and frustration
  • How to avoid making assumptions or being biased
  • Setting realistic goals and celebrating success
  • How to measure progress and communicate feedback
  • Helping dyslexic students focus on their strengths (such as creativity)
  • Learning to be flexible and able to adapt your teaching style and approach to a diverse range of students
  • The importance of keeping a calm classroom where students are treated fairly
Overview of Notable Training Programmes

Overview of Notable Training Programmes

Orton-Gillingham approach

The Orton-Gillingham instructional approach encourages students to learn by seeing, saying, sounding and writing letters based on the components of multisensory learning which include:

  • Sight
  • Sound
  • Touch
  • Movement

It is a widely accepted method that is based on the Science of Reading. There are a number of reading programmes that have been influenced by the Orton-Gillingham approach, for example the Barton Reading Programme and Wilson Reading system.

To teach the Orton-Gillingham approach, teachers must complete specialist training. You can find more information about this on their website.

Dyslexia Training Institute

Founded in 2008, the Dyslexia Training Institute was amongst the first places that offered online courses about dyslexia and the first to provide online certification in the Orton-Gillingham approach.  

They offer various courses and webinars aimed at educators, parents, school administrators, psychologists and dyslexia advocates. 

Courses by the Dyslexia Training Institute include:

  • Defining Dyslexia: What it is, What it isn’t and How to Help
  • Introduction to Structured Literacy and the Orton-Gillingham Approach
  • An Introduction to Structured Word Inquiry
  • Reading Comprehension Vocabulary and Fluency

The institute currently has two webinars on offer (as of October 2024):

  • Defining Dyslexia
  • IEP Goals and Dyslexia: What is a ‘Good’ Goal Anyway?

Wilson Language Training

The Wilson Way aims to help teachers create a positive reading culture in the classroom via three evidence-backed pillars:

  • Pillar One – Implementation and Planning
  • Pillar Two – Teacher Learning
  • Pillar Three – Classroom Support

They offer both in-person and online courses, tailored to the needs of students of different ages, including:

  • Foundation Workshops
  • Just Words Workshops
  • Wilson Reading System Course

If you would like to help your dyslexic students by becoming Wilson Reading System certified, you can find out more information here. These certifications are International Dyslexia Association (IDA) recognised.

British Dyslexia Association training

The British Dyslexia Association is a membership organisation with the goal to ‘achieve a dyslexic friendly society for all’. They offer various different options for training, including a rolling programme of live webinars, half and full day virtual training topics, bespoke virtual training and accredited programmes aimed at teachers and educators.

Accredited training programmes include:

  • Level 7 Diploma in Dyslexia Assessment and Intervention
  • Level 5 Certificates in Dyslexia; Literacy, Support and Intervention and in Dyscalculia and Maths Learning Difficulties; Support and Intervention
  • Level 4 Workplace Assessors Programme
  • Various Level 2 and 3 modules are also available

Prices and course availability vary; you can book and pay online or email training@bdadyslexia.org.uk They also offer discounted eLearning modules to their professional members.

International Dyslexia Association (IDA) workshops

The International Dyslexia Association (IDA) is a non-profit charity. Their aim is to provide advocacy, resources and services to teachers, advocates, individuals and families who are impacted by dyslexia and other related learning differences. They offer a range of resources for educators, from free webinars and weekly updated conference recordings to online toolkits, factsheets and handbooks. 

The IDA is an organisation based in the US and they offer some of their resources in both English and Spanish, to make them more widely accessible to a diverse population.

CPD Online College

At CPD Online College, we run our own CPD-accredited training course in Dyslexia Awareness. The course is suitable for those who work in education, as well as for parents and carers. 

Our Dyslexia Awareness Course gives an overview of dyslexia and is made up of four units:

  • Unit One: Introduction to Dyslexia
  • Unit Two: Spotting the Signs
  • Unit Three: Actions to Take
  • Unit Four: Helping Dyslexic Children with their Education

The course takes just a few hours to complete and you can study online, in your own time, at your own pace. Upon successful completion, you will also get a downloadable certificate of achievement. You can find out more about our Dyslexia Awareness Training, read our five-star reviews and access the course here.

Integrating Training into Professional Development

Integrating Training into Professional Development

Professional development is when you build on your knowledge, learn new skills and continue learning to support your chosen career, once you are already in a job. Teachers who undertake training as part of professional development are likely to be more adaptable, more willing to collaborate and will develop better problem-solving skills.

Effective professional development can help teachers to:

  • Develop the skills needed to address learning challenges in the classroom
  • Learn how to approach challenging situations more effectively
  • Adapt their teaching strategies to their students’ individual needs
  • Become more self-aware and think about how they can improve their performance at work
  • Understand new technologies and find innovative methods to teach their pupils
  • Connect with their pupils better

A collaborative approach is key in education. It may help to pair more experienced teachers with those new to the profession; however, as the way we approach teaching is constantly evolving it may be that teachers who have recently completed their training have innovative and new ways that they can teach to others.

Success Stories and Statistics

  • Since implementing the Wilson Language Training’s approach to Structured Literacy, reading scores in one Pennsylvania district in the USA improved 18% over the previous year, with 80% of students reaching at least the expected level.
  • In a 2022 YouGov poll, 71% of teachers said their school or institution supports dyslexic students well and 83% of them said they felt confident that they would recognise the signs of dyslexia in a student.
  • Former Health Secretary Matt Hancock put forward a new bill in 2022 called the Dyslexia Screening and Teacher Training Bill. The bill did not reach the Committee stage; however, if it passes in future, it will mean every primary school child will be able to be screened for dyslexia and other neurodivergent conditions, leading to earlier diagnosis and intervention and reducing stigma.
  • A dyslexic pupil from Durham High School in County Durham achieved ten GCSEs this summer, all grades 6 to 8. She spoke to the Chronicle Live about how her dyslexia was spotted soon after joining the school in Year 7. Both she and her family praised the school’s ‘unwavering support’ that helped her to achieve her fantastic results, going from failing English to studying the subject at A-level!
  • An analysis by Mississippi First, an education policy nonprofit, found that 97% of Mississippi’s school districts had improved their third grade reading scores since the passage of a 2013 state law that required additional teacher training on the principles of the Science of Reading and evidence-based instruction.
  • The UK government have agreed to increase funding for SEND, with high needs funding increasing by a further £440 million for 24/25, bringing total funding to £10.5 billion – an increase of over 60% since 2019-20.
  • Dyslexia Awareness Week 2024 runs from 7th to 13th October. The theme for this year is What’s Your Story, focusing on the diversity of dyslexia and how each person is different, as well as the message that early intervention is key and it is never too late to get help.

Resources for Teachers

To complement your teacher training in understanding dyslexia, you may find some of the following resources useful:

Books

  • Overcoming Dyslexia by Sally Shaywitz
  • Dyslexia Advocate by Dr Kelli Sandman-Hurley
  • The Dyslexia-Friendly Primary School: A Practical Guide for Teachers by Barbara Pavey

Podcasts

  • Dyslexia in Five
  • The SENDcast
  • Dyscastia

Software

IDL Literacy Software is a trusted favourite in primary schools up and down the country. It is a cloud-based program that is designed to help students improve reading and spelling skills. It is designed for students with dyslexia but can also be used as a wider literacy tool, as well as for pupils with autism and other learning differences.

You can also find a range of downloadable dyslexia resources on educational websites, such as Twinkl or the BBC.

Conclusion

Training is essential if teachers want to be better prepared in how to assist dyslexic students. Effective training programmes should minimally give an overview of dyslexia, providing a solid foundation in signs that teachers should be looking out for in the classroom and should teach key intervention strategies that have been proven to work.

Dyslexia Awareness

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About the author

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Vicky Miller

Vicky has a BA Hons Degree in Professional Writing. She has spent several years creating B2B content and writing informative articles and online guides for clients within the fields of sustainability, corporate social responsibility, recruitment, education and training. Outside of work she enjoys yoga, world cinema and listening to fiction podcasts.