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Introduction

Assessment of dyslexia and identification of literacy needs is an issue that has to be addressed in schools by teachers. Through a whole school approach, putting together a collaborative and multidisciplinary effort, students with literacy difficulties can be identified (Reid, 2009). The purpose of an assessment [T1]is to identify the strengths and weaknesses of the student, considering the learning environment. Within the staged approach of the Code of Practice, all children with special educational needs should have these identified and addressed through school-based interventions, with additional external assessment and support where appropriate. A dyslexia assessment is a full process that focuses on the students abilities, but involves the curriculum, teaching strategies and the learning context. The approach should move from being a condition within the child, to an interaction between the child and its learning environment.[T2] There is the expectation that a teaching programme will be adjusted regularly on the basis of the child's response to instruction Reason (2001). An assessment would have a diagnostic purpose to identify Sam's (all names are pseudonyms) learning difficulties and enable the teacher to adapt teaching strategies. Therefore assessment should be linked to teaching[T3], because assessment practices are always representational and interpretative (Johnston & Costello, 2009). Assessment is a dynamic part of ongoing social-activities and has consequences for individuals. Practitioners and in particular teachers of dyslexic pupils maintain that their difficulties are much further reaching than just at the word level, and would argue that account needs to be taken of their difficulties in recall, short-term memory and poor organisational skills, Nicholson (2001). These would need to be assessed and included in any learning plan for it to be effective. Parents should be informed as research undertaken by (Reed, 2009) shows the importance of collaboration of school, parents and child. Therefore I have made arrangements prior Sam's assessment, contacting his parents. When deciding to use a particular test, we need to consider the validity[T4] of the results. ...read more.

Middle

High Frequency words are important for Sam to learn because they are the most common words in reading and spelling. Another key part of an IEP is the strategies and resources that are going to be used. The strategies should be of a multisensory approach for a child with dyslexia (Mortimore, 2008). Sam is reassured by the fact that his difficulty is a specific one and his practical abilities fall within the average range. Miscue analysis has indicated that Sam hasn't got a good understanding of the context, so promoting a set of 'top-down' strategies would be recommended. His difficulties are typical of dyslexia since the main problem is with the application of his phonic knowledge. Syllable division teaching would enable him to tackle longer words when writing. Teaching methods should consider individual interests and learning style. The aim is to use the student's strengths while supporting their difficulties (Vellutino et al., 2004). From my observation when working on reading, using books and magazines linked to Sam's hobbies is likely to increase his confidence. Sam should be encouraged to access books through digital recordings, school library resources and podcasts.[T13] Learner's personality type has an impact on cognitive and learning style (Mortimore, 2008). I agree [T14]with this because my own experience has shown different teaching strategies for each student's needs have helped them to cope with learning task and situations. Through literacy intervention, generally short-term targets can be demonstrated (Vellutino et al., 2004). Working with Sam I have observed progress. It is crucial to design teaching approaches and programmes related to the individual's learning style, therefore each child has to be viewed individually (Reid, 2009). The use of appropriate software should be investigated like Inspiration for planning work and laying out, Bubblus for mind mapping, Nessy Learning Programme, Word Shark for games that will reinforce literacy and numeracy skills. Teaching approaches would involve individual support as well as assisted learning in the classroom context, according to the SEN Code of Practice. ...read more.

Conclusion

Referral can be made via Sam's GP. Sam has tried out texts on different coloured paper to establish if this makes reading of text any easier. Tracking exercises where Sam has to track along each line of print to find certain letter patterns too may help eye control. * It will be worth investigating if font and size of text makes reading any easier for him so we could provide appropriate worksheets. * Sam should be encouraged to access books through digital recordings, school library resources, podcasts. * Sam would require support to use the tehnology suggested above. His parents will play an important role at home, supporting him with homework and reading tasks. Appendix 3 Individual Education Plan Name Sam Foster Year 8 Class 8.5 SA+ Area/s of Concern SpLD Dyslexia UPN IEP Number 03 Class / Form Teacher Start Date April 2011 Review Date June 2011 Support Staff Marius Dan Support to be Provided yes Support Began yes SEN Type SA+ Amount of Support 1hr per week - 1 to 1 intervention and in class support Outside Agency Involvement No Ethnic Code Targets Achievement Criterion Possible resources and techniques Possible strategies for use in class Ideas for support staff Outcome I will identify the position of the sounds ch and sh in given words. Sam is able to identify these phonemes in 10 High Frequency Words. Games and investigation of spelling through ICT software www.mr.thornedoesphonics.co.uk Praise and reward to develop his self-esteem. Ensure the work is appropriately differentiated for Sam. I will work with prefixes to make new words. Sam is able to demonstrate the accurate use of 12 common prefixes. Have a range of memorizing strategies, spelling paterns and mnemonics. Visual cues to build new words. Reinforcement, praise I will read a book of my own choice and outline the plot implications. Sam is able to identify the main elements of the plot. Parents will discuss the story with Sam. In class support and praise. Support with choosing appropriate stories to read. Encouragement for Sam writing without fear of been criticised. Parent / carer contribution Student's Contribution . ...read more.

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