What do older primary aged dyslexic pupils do when they are faced with texts at school that are too difficult for them to read independently? The answer, based on findings from the author’s research, is that they develop damaging coping strategies and operate on the margins of the classroom community. This book is full of practical advice that will help SENCOs, teachers and assistants to support dyslexic pupils in ways that promote effective learning and ensure inclusion. All the main types of classroom reading encountered are covered, including on-screen texts that are becoming such an integral part of the 21st century school experience.
This book gives an interesting alternative perspective on dyslexia and provides excellent advice for practitioners. Literacy educationalists and researchers tend to fall into two broad camps as far as their viewpoint on literacy development is concerned. They take a skills based or a socio-cultural view. Until recently much of the literature on dyslexia has been written from a psychological and skills based perspective with a tendency to ignore the ‘human side’. This book highlights the controversies surrounding dyslexia and gives a sensible and succinct overview of some of the issues involved. It also focuses on the particular problems older primary aged dyslexic pupils face with reading more difficult texts. As a result of the author’s research a useful summary of pupils’ coping strategies is given. These strategies are useful in the short term but damaging in the longer term as they mask pupils’ difficulties and marginalise their involvement in the classroom community.
Part two of the book gives practical advice on inclusion. This is helpfully placed in shaded boxes and is useful and realistic. In the past I worked extensively with dyslexic pupils and would have found this book invaluable. In essence it offers a human perspective on a complex topic. The advice is both sensitive and constructive and very much in line with the current personalised learning agenda.