Supporting
dyslexia and
inclusive practice
Supporting dyslexia and inclusive practice - 3 Enquiry and research
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Supporting Dyslexia Inclusive Practice
3 Enquiry and research
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Intellectual property
Unless otherwise stated, this resource is released under the terms
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Written by the Addressing Dyslexia Toolkit and Dyslexia Scotland
with the support of the Opening Educational Practices in Scotland
Project
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http://www.addressingdyslexia.org/
http://www.dyslexiascotland.org.uk/
https://oepscotland.org/
https://oepscotland.org/
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Contents
Introduction
3.1 Dyslexia
3.2 The co–occurrence of dyslexia with other areas of
additional support
3.3 Good practice for identification
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Introduction
There is a wealth of Scottish literature which provides information
about definitions, associated difficulties, underlying causes and
advice on assessment and intervention. These include
Dyslexia Review (2008) Literature Review
http://www.educationscotland.gov.uk/Images/lrcapecd
_tcm4-712884.pdf
Dyslexia Review (2014) - Education Scotland Review
Making Sense Dyslexia: Education for Children and
Young People with Dyslexia in Scotland.
Education Scotland − Route Map for Dyslexia and
Inclusive Practice 2015 Literature Review
Addressing Dyslexia Toolkit (2012): This was
originally launched as the Assessing Dyslexia Toolkit
for Teachers in June 2010, and outlines the definition
of dyslexia that has been developed by the Scottish
Government, Dyslexia Scotland and the Cross Party
Group on Dyslexia.
Supporting Pupils with Dyslexia at Primary School
(2011):A series of 8 booklets that were provided to
every primary school in Scotland and contains
information and advice about dyslexia from the early
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http://www.educationscotland.gov.uk/Images/lrcapecd_tcm4-712884.pdf
http://www.educationscotland.gov.uk/Images/lrcapecd_tcm4-712884.pdf
https://education.gov.scot/improvement/inc36routemap
https://education.gov.scot/improvement/inc36routemap
http://www.addressingdyslexia.org/
http://www.addressingdyslexia.org/
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stages to transition to secondary school, and also
contains information on support for learning
departments, school management teams, as well as,
about good practice when working with parents.
These booklets can be downloaded from the Dyslexia
Scotland website.
Supporting Pupils with Dyslexia in the Secondary
Curriculum (2013):A series of 20 booklets that were
provided to every secondary school in Scotland and
aim to provide subject teachers and support staff with
advice and strategies to support learners with
dyslexia. The booklets can be downloaded from the
Dyslexia Scotland website.
Dyslexia at Transition (2007) – The Dyslexia at
Transition Project Team consisted of staff from
Edinburgh, Strathclyde and Aberdeen Universities and
education authorities. The team worked with school
staff, parents and pupils to produce a DVD and
support pack ‘Dyslexia at Transition’. The DVD,
commissioned by the (then) Scottish Executive. The
resource was launched in 2007 and provides
examples of best practice to help schools to support
the move of pupils with dyslexia from primary to
secondary school.
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http://www.dyslexiascotland.org.uk/
http://www.dyslexiascotland.org.uk/
http://supportingdyslexicpupils.moonfruit.com/
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3.1 Dyslexia
View description - Uncaptioned figure
Advances in medical science have enabled the identification of
dyslexia to be understood in greater detail. Neuroscience research
through brain imaging has identified diversity in the brain for
adolescents and for those with dyslexia. Due to the body of
research undertaken over the past few decades by a range of
academic and medical researchers, there is an acceptance that
when identified appropriately, dyslexia is a recognised learning
difference and is the result of a neurological difference and is not a
reflection of a learner’s level of intelligence or cognitive ability. The
impact of dyslexia as a barrier to learning varies in degree
according to the learning and teaching environment.
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Frith, in Reid and Weamouth (2002) say dyslexia can be defined
as neuro-developmental in nature, with a biological origin and
behavioural signs which extend far beyond problems with written
language.
In 1999, the American Journal of Neuroradiology, provided
evidence that dyslexia is neurological in nature. The
interdisciplinary team of University of Washington researchers also
showed that dyslexic children use nearly five times the brain area
as children who are not dyslexic while performing a simple
language task.
Figure 17 Brain Scan
View description - Figure 17 Brain Scan
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Although the images above were taken in 1999 they highlight very
clearly the differences between areas of the brain which are
activated while performing simple language tasks in yellow. Red
indicates areas activated in two or more children. Pic: Todd
Richards, University of Washington.
"The dyslexics were using 4.6 times as much area of the
brain to do the same language task as the controls," said
Todd Richards, co-leader of the study. "This means their
brains were working a lot harder and using more energy
than the normal children". "People often don't see how
hard it is for dyslexic children to do a task that others do so
effortlessly," added Virginia Berninger, a professor of
educational psychology.
http://www.abc.net.au/science/articles/1999/10
/05/57074.htm
Morton & Frith (1993; 1995) developed a neutral framework for the
causal modelling of developmental disorders and applied this
modelling to dyslexia. The research highlights that dyslexia can be
split into 3 main research areas, all of which inter- link and
influence one another.
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http://www.abc.net.au/science/articles/1999/10/05/57074.htm
http://www.abc.net.au/science/articles/1999/10/05/57074.htm
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Figure 18 Barriers to learning
View description - Figure 18 Barriers to learning
Neurological - Brain structure and genetic factors
Cognitive - How people learn
Behavioural - How people behave and their reactions to this
learning difference
These are influenced by environmental interactions at all levels
which include home, nursery, schools and activities. This means
that the behaviour of a child with dyslexia would change with time
and in different contexts.
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