Resources

Primary Schools

Primary Schools

Using the Framework in Primary Schools:

NB: For additional information on structuring CPD (continuing professional development) in schools, please see the section on Teacher Training. For guidance on how to introduce the Framework to colleagues or other professionals, see The Training Manual: available to download here.

Be sure to check out the Primary Schools Toolkit,. under the Toolkits tab at the top of the page.

Using the Framework as an individual

The Framework is a ‘road map’ of the skills and knowledge required for teaching those who struggle with literacy and/or have Dyslexia. You can use it in three ways:

  • As a self-assessment tool to identify areas for professional development; improve your knowledge and build up a Portfolio of Professional Development Certificates in Literacy and Dyslexia-SpLD.
  • As a resource base that can suggest materials most relevant to you or your educational setting.
  • To help you to structure in-school professional development such as INSETs and Action Research.

 

Downloading the Certificate of Professional Development:

 

Framework Users who take a self-assessment strand will receive a personalised print out with recommended professional development resources, including videos, in-school professional development activities and online materials. After using these resources to support learning, retake the strand to measure your improvement in knowledge of how to support learners with Literacy difficulties and Dyslexia-SpLD. This will entitle the Framework User to download a Certificate of Professional Development showing increase in professional knowledge.

 

Self Assessment Tool:

There are six strands for self-assessment shown on the Home Page:

  1. Language and Literacy
  2. Theories of Dyslexia
  3. Identification and Assessment
  4. Teaching and Learning
  5. Working and Communicating with Others
  6. Professional Development.

You can take each strand separately, which will give you a personalised report based on your responses and a list of recommended resources.

You can use the Framework to:

  • assess yourself and your own knowledge and skills
  • mentor a colleague or NQT
  • appraise a whole department’s capacity to support those struggling with literacy
  • evaluate a school in respect of provision for the Dyslexic learner

For examples of how some schools have used the Framework, click here.

 

For a step-by-step video of how to do a self assessment, click here

 

 

 

Designing an INSET

The Framework can help you create a tailor-made INSET. For more information on structuring an INSET using the Framework, see below.

  • Identifying areas of need:

The Framework can be used by all members of staff to benchmark their current skills and knowledge in teaching those with literacy difficulties or Dyslexia. Each assessment will result in a personalised report, summarising the results of the self-assessment for each of the six key strands of knowledge. The SENCo or Professional Development Lead can use these reports to identify specific gaps in knowledge, so that training can be tailored to the needs of the individual educational setting.

Each report also includes a list of recommended resources, based on the responses to the self assessment. These resources can be used to inform a training presentation and to structure workplace activities.

  • Using filtered resources:

 

You may decide to filter the resources without taking the self assessment activity (see below). You can select a strand, such as ‘Theories of Dyslexia’ or ‘Language and Literacy’, and choose all types of resource. You could also select a type of resource, such as online only, or workplace activities.

Once you have chosen the most appropriate resources, these can structure an INSET or Twilight session. Two Power-Point presentations developed from the Framework are available as examples, below:

 The following Power Point presentations developed from the Framework are available to download:

 Supporting teachers using The Phonics Screening Check

http://www.thedyslexia-spldtrust.org.uk/media/downloads/inline/the-phonics-screening-check-supporting-the-learner-with-dyslexia-spld.1354721413.pdf

This presentation begins with a discussion of The Phonics Screening Check, plus a brief overview of the Framework. This is followed by a selection of resources recommended by the Framework. The resources cover specific information on Phonics teaching plus additional materials to ensure a broader approach to supporting literacy learning and the Dyslexic learner.

Using the Framework for Personalised CPD:  Introduction to theories of Dyslexia

This presentation provides further information about the Framework. It includes examples of resources recommended when the user takes the strand ‘Theories of Dyslexia’.

 

For more detailed ways of using the Framework, see ‘The Framework User’s Guide’ and ‘Teacher Training’.

 

 

Resource Base:

There are two ways to find the Resources to suit your needs. The first is to take one or more self-assessment strands (see above); the second is to go to the filter Resources page and choose your resources by strand, level and resource type.

 

In this screenshot, the user has selected Stage 1, Theories of Dyslexia, Any resource type.

 This will then provide you with all the online resources listed at Stage 1 for ‘Theories of dyslexia/SpLD’. The full, unfiltered resource list can also be seen, by selecting ‘All’ in each category.

  •  Toolkit for Primary Teachers coming soon

 

  • Toolkit for SENCos coming soon

 

  • Case studies of how the Framework has been used in Primary Schools coming soon

 

 

Teacher Training

The Literacy and Dyslexia-SpLD Professional Development Framework: Teacher Training

The Framework Statements across all six strands are available for download from here. The statements of recommended skills and knowledge are mapped against the criteria for ATS, AMBDA, SASC and the BDA Dyslexia Friendly Schools Quality Mark.

These statements may be used to evaluate existing courses or develop new ones. The Framework has also been used as a basis for student assignments and to benchmark individual student progress before and after course completion.

Using the Framework in Initial Teacher Training

  • Benchmarking Student Progress – before and after taking course or training programme
  • Using the Framework to structure assignments
  • Evaluating the content of an existing course
  • Writing new courses

Additional materials available to download:

PowerPoint Presentation on Phonics Screening Check: here

PowerPoint Presentation on Using the Framework for Personalised Professional Development: Theories of Dyslexia: here

Training Certificate

Professionals teaching educational courses may be eligible for a free of charge Certificate of Partnership with the Framework after completing free Framework Training. This enables them to teach others how to embed the use of the Framework in a wide range of educational settings.

For further information, create a free account at http://framework.thedyslexia-spldtrust.org.uk/ and use the Contact Us option.

Higher & Further Education

FE and HE settings

Using the Framework in Further and Higher Education

NB: For Initial Teacher Training please see the section on Teacher Training for more tailored information. For guidance on how to introduce the Framework to colleagues or other professionals, see The Training Manual: available to download here.

Using the Framework as an individual in Further and Higher Education

The Framework is a ‘road map’ of the skills and knowledge required for teaching/lecturing those who struggle with literacy and/or have Dyslexia. You can use it in three ways:

  • As a self-assessment tool to identify areas for professional development and build up a Portfolio of Professional Development Certificates in Literacy and Dyslexia-SpLD
  • As a resource base that can suggest materials most relevant to you or your educational setting.
  • To help you to structure in-departmental professional development including Action Research.

 

Downloading the Certificate of Professional Development:

 

Framework Users who take a self-assessment strand will receive a personalised print out with recommended professional development resources, including videos, in-departmental professional development activities and online materials. After using these resources to support learning, retake the strand to measure your improvement in knowledge of how to support learners with Literacy difficulties and Dyslexia-SpLD. This will entitle the Framework User to download a Certificate of Professional Development showing increase in professional knowledge.

 

Self Assessment Tool:

There are six strands for self-assessment shown on the Home Page:

  1. Language and Literacy
  2. Theories of Dyslexia
  3. Identification and Assessment
  4. Teaching and Learning
  5. Working and Communicating with Others
  6. Professional Development.

You can take each strand separately, which will give you a personalised report based on your responses and a list of recommended resources.

You can use the Framework to:

  • assess yourself and your own knowledge and skills
  • mentor a colleague or NQT
  • appraise a whole department’s capacity to support those struggling with literacy
  • evaluate a department in respect of provision for the Dyslexic learner

For examples of how some educational institutions have used the Framework, click here.

For a step-by-step video of how to do a self assessment, click here

Designing a Staff Development Session

  • Identifying areas of need:

The Framework can be used by all members of staff to benchmark their current skills and knowledge in teaching those with literacy difficulties or Dyslexia. Each assessment will result in a personalised report, summarising the results of the self-assessment for each of the six key strands of knowledge. The  Professional Development Lead can use these reports to identify specific gaps in knowledge, so that training can be tailored to the needs of the individual educational setting.

Each report also includes a list of recommended resources, based on the responses to the self assessment. These resources can be used to inform a training presentation and to structure workplace activities.

  • Using filtered resources:

You may decide to filter the resources without taking the self assessment activity (see below). You can select a strand, such as ‘Theories of Dyslexia’ or ‘Language and Literacy’, and choose all types of resource. You could also select a type of resource, such as online only, or workplace activities.

Once you have chosen the most appropriate resources, these can structure an staff development session. A Power-Point presentation developed from the Framework is available as an example, below:

Using the Framework for Personalised CPD: Introduction to theories of Dyslexia

This presentation provides further information about the Framework. It includes examples of resources recommended when the user takes the strand ‘Theories of Dyslexia’.

 

For more detailed ways of using the Framework, see ‘The Framework User’s Guide’ and ‘Teacher Training’.

 

 

 

 

 

 

 

 

 

Secondary

Secondary

Using the Framework in Secondary Schools:

NB: For additional information on structuring CPD (continuing professional development) in schools, please see the section on Teacher Training. For guidance on how to introduce the Framework to colleagues or other professionals, see The Training Manual: available to download here.

Be sure to check out the Secondary Schools Toolkit,. under the Toolkits tab at the top of the page.

Using the Framework as an individual

The Framework is a ‘road map’ of the skills and knowledge required for teaching those who struggle with literacy and/or have Dyslexia. You can use it in three ways:

  • As a self-assessment tool to identify areas for professional development and build up a Portfolio of Professional Development Certificates in Literacy and Dyslexia-SpLD.
  • As a resource base that can suggest materials most relevant to you or your educational setting.
  • To help you to structure in-school professional development such as INSETs and Action Research.

Downloading the Certificate of Professional Development:

Framework Users who take a self-assessment strand will receive a personalised print out with recommended professional development resources, including videos, in-school professional development activities and online materials. After using these resources to support learning, retake the strand to measure your improvement in knowledge of how to support learners with Literacy difficulties and Dyslexia-SpLD. This will entitle the Framework User to download a Certificate of Professional Development showing increase in professional knowledge.

 

Self Assessment Tool:

There are six strands for self-assessment shown on the Home Page:

  1. Language and Literacy
  2. Theories of Dyslexia
  3. Identification and Assessment
  4. Teaching and Learning
  5. Working and Communicating with Others
  6. Professional Development.

You can take each strand separately, which will give you a personalised report based on your responses and a list of recommended resources.

You can use the Framework to:

  • assess yourself and your own knowledge and skills
  • mentor a colleague or NQT
  • appraise a whole department’s capacity to support those struggling with literacy
  • evaluate a school in respect of provision for the Dyslexic learner

For examples of how some schools have used the Framework, click here.

 

For a step-by-step video of how to do a self assessment, click here

 

 

 

Designing an INSET

The Framework can help you create a tailor-made INSET. For more information on structuring an INSET using the Framework, see below.

  • Identifying areas of need:

The Framework can be used by all members of staff to benchmark their current skills and knowledge in teaching those with literacy difficulties or Dyslexia. Each assessment will result in a personalised report, summarising the results of the self-assessment for each of the six key strands of knowledge. The SENCo or Professional Development Lead can use these reports to identify specific gaps in knowledge, so that training can be tailored to the needs of the individual educational setting.

Each report also includes a list of recommended resources, based on the responses to the self assessment. These resources can be used to inform a training presentation and to structure workplace activities.

  • Using filtered resources:

 

You may decide to filter the resources without taking the self assessment activity (see below). You can select a strand, such as ‘Theories of Dyslexia’ or ‘Language and Literacy’, and choose all types of resource. You could also select a type of resource, such as online only, or workplace activities.

Once you have chosen the most appropriate resources, these can structure an INSET or Twilight session. A Power-Point presentation developed from the Framework is available as an example, below:

Using the Framework for Personalised CPD: Introduction to theories of Dyslexia

This presentation provides further information about the Framework. It includes examples of resources recommended when the user takes the strand ‘Theories of Dyslexia’.

 

For more detailed ways of using the Framework, see ‘The Framework User’s Guide’ and ‘Teacher Training’.

 

Resource Base:

 

There are two ways to find the Resources to suit your needs. The first is to take one or more self-assessment strands (see above); the second is to go to the filter Resources page and choose your resources by strand, level and resource type.

 

 

 

 

 

 

 

Screening and Assessment Toolkit

 

If you are a busy teacher and want  to find out how to improve skills and knowledge on screening an assessment, read this.

Be aware that there is no single test to identify dyslexia.

What is screening?

Screening is a broad examination of areas where those with dyslexia may have difficulties. The purpose of screening is to look at a broad range of performance indicators to narrow down the possibilities. Aspects of screening include monitoring progress, skills assessment and careful observation.

How do I work out if I have the skills to screen

Teacher knowledge is the first step in screening students. Observing the pupil in the classroom, seeing that they are not making the same progress as their peers is the time to ask why this is the case? This type of observation should be done throughout education, but particularly at times of entry and transition from one phase to another.

Get to know the characteristics of dyslexic learners

What to look for, signs of difficulty that should be noted:

Indicators of dyslexia:

Common signs in children

Common signs in adults

Use signs of difficulty to identify those with literacy and dyslexic difficulties

There are also screening tools. These are very quick to administer but, by their very nature, do not give an in depth picture of the individual’s difficulties. Screener results do not represent formal diagnosis. They can give an indication of the potential for a problem – this can then be explored in more depth through a full assessment.

Screening tools can help identify those students who are “at risk” for reading difficulty. When problems are found in these areas, targeted intervention should begin immediately, even if dyslexia is suspected. A formal diagnosis of dyslexia does not have to be made in order to offer early intervention in reading instruction.

Observing formal and informal identification methods

How do I know whether to screen or assess?

Teacher knowledge and observation as noted above are key. Or concerns raised by parents might indicate further exploration is warranted. Screening should be done at regular intervals as educational demands change as students progress through education. So some form of screening can be useful at transition stages particularly where children may not formerly have been identified. It is important to put steps in place as early as possible.

Use a staged or graduated approach. Where issues have been identified and students do not respond and there is little progress then it is time to seek a full assessment.

What is assessment?

There is no single test to identify dyslexia.

Assessment refers to a full diagnostic assessment, a comprehensive assessment to determine whether the person’s learning problems may be specific to reading or whether they are related to other difficulties.

The assessment be based on a selection of a series of tests (or sub-sections of tests) chosen on the basis of their measurement properties and their potential to address referral issues. While a variety of tests may be used, the components of a good assessment remain the same. Special attention should be paid to gathering data in areas such as: expressive oral language, expressive written language, receptive oral language, receptive written language, cognitive processing and educational achievement. The assessment will enable careful observation, noting strategies used and whether tasks were addressed easily or slowly and with much effort.  The results should show the pattern of strengths and weaknesses and give recommendations for remediation.

People may be tested for dyslexia at any age. The tests and procedures used will vary according to the age of the person and the presenting problems. For example, testing with young children often looks at phonological processing, receptive and expressive language abilities and the ability to make sound/symbol associations.

How do I work out if I have the skills to assess?

This should always be carried out by a certified professional, or team of professionals, qualified to assess, e.g.  Practitioner Psychologist specialising in Specific Learning Difficulties or Specialist Teacher/Assessor with an AMBDA level or SASC approved qualification.  Professionals with expertise in several fields are best qualified to make a diagnosis of dyslexia. The testing may be done by a single individual or by a team of specialists. A knowledge and background in psychology, reading, language and education is necessary. The tester must have a thorough working knowledge of how individuals learn to read and why some people have trouble learning to read. They must also understand how to administer and interpret evaluation data and how to plan appropriate reading interventions.

The Professional Development Framework shows how knowledge and skills are related to roles. – [Framework Stages and how they relate to roles associated with teaching and supporting of learners with dyslexia/SpLD]

The following organisations can help with dyslexia assessments.

Resources: 

Use this Flow Chart for your Graduated Response Viewed

Flow chart towards a graduated response to supporting children with Dyslexia-SpLD and literacy difficulties for classroom Teachers

Rating: 
4
Average: 4 (3 votes)

Staged or Graduated Intervention Viewed

Steps to ensuring the needs of the child are met

Rating: 
4
Average: 4 (1 vote)

Indicators of Dyslexia Viewed

Read the BDA website pages on indicators of dyslexia including schools through further and higher education

Rating: 
3.5
Average: 3.5 (2 votes)

Early indicators - common signs pre-school through 12 and over Viewed

This highlights a range of characteristics that suggest the possible presence of Dyslexia-SpLD

Rating: 
5
Average: 5 (3 votes)

Common indicators of dyslexia in adults Viewed

Difficulties often associated with dyslexia in teenagers and adults

Rating: 
2.75
Average: 2.8 (4 votes)

Use signs of difficulty to identify those with literacy and dyslexic difficulties Viewed

Look at these difficulties - identified through Addressing Dyslexia Toolkit

Rating: 
4
Average: 4 (1 vote)

Pages

Already registered with the
Dyslexia/SpLD Trust?

If you are already registered please log in below.