Literature Review of Current Approaches to the Provision of Education for Children with Dyslexia: page 4

Literature Review of Current Approaches to the Provision of Education for Children with Dyslexia

3: Implications of the Reviewed Literature for Scottish Education

It is no surprise that a century of research on dyslexia has produced a substantial body of literature investigating the nature, causes and approaches that can effectively alleviate the conditions of the dyslexic learners. There is no shortage of understanding of both the cognitive and the biological aspects of dyslexia. Today, it is now accepted that ‘there are both genetic and environmental influences on the language skills that contribute to literacy development’ (Snowling & Hayiou-Thomas, 2006, p. 110). Additionally, the vast literature on this topic also helps us appreciate what is becoming more apparent – the synchronised interactions between the behavioural, social and emotional dimensions experienced by learners with dyslexia. What is surprising though is the apparent lack of universal consensus as to what dyslexia really is (Gregor et al, 2003; Sawyer, 2006; Simpson, 2000; Vellutino et al, 2004). Yet, this is not entirely negative, because as Sawyer (2006) puts it,

Multiple sources of evidence reviewed … lead to confidence in the conclusion that dyslexia is rooted in difficulties associated with language, but researchers and clinicians remain at the beginning of the journey toward understanding how to act on this knowledge. This is the ongoing quest that will ensure more positive outcomes for children with dyslexia.

(Sawyer, 2006, p. 106)

Ongoing debate on dyslexia is considered healthy in helping to crystallise the concept. It is also noteworthy that a vast and still growing number of psychologists, academics and researchers support the view that the development of dyslexics’ phonological processing skills plays a significant role in helping them how to learn to read.

Having briefly reviewed this literature in the preceding chapters, some conclusions and recommendations are offered for further reflection and discussion.

3.1 Conclusions and Recommendations

According to the literature reviewed, early intervention is most effective for dyslexic learners. In this respect, identification of children who are at risk of dyslexia as early as possible appears to be advisable and gathering essential clues (eg family history of dyslexia, delay in speech, poor spelling) is crucial.
Since ‘low self-esteem is often cited as a side effect of dyslexia’ (Burton, 2004, p. 56), it seems likely that programmes will be more successful if, alongside practical support, they emphasise activities and tasks that allow dyslexic learners to see not only their weaknesses but also their strengths and areas of competence (eg athletic or artistic competence). Recognising what they are capable of doing is likely to lead to an enhanced confidence in performing other school tasks.
The dyslexic child’s parents and teachers are often the first people who make the initial diagnosis of the child’s condition whilst the specialists at school often give the treatment. A long-term synchronised effort between the teachers and parents in the identification, treatment and provision of continuous support appears to play a crucial role in helping dyslexic learners to function, adapt, compensate for their limitations and improve perceptions and capabilities as a person, as part of overcoming dyslexia. A very practical example given is when a prescribed programme for dyslexia intervention used by the teachers is repeated or supplemented by similar activities at home to reinforce the practical assistance received at school. This example suggests that a close working partnership between schools, parents and dyslexic learners themselves is a sensible approach in providing dyslexic learners with the optimum literacy support required to overcome the difficulties presented by their condition.
Dyslexia is thought to be a multifaceted learning disorder, and the severity of the condition varies. The research suggests the importance of accurate diagnosis of the child to ascertain the type of intervention that can best help the child. A ‘horses for courses’ concept can help ensure that dyslexic learners are given learning support that is appropriate, and can make a difference to their learning development.
The advances made in the area of information and computer technology (ICT) for helping dyslexic learners are very promising. Based on the literature reviewed, most of the larger-scale studies previously undertaken took place in other countries. Further exploration of the role of ICT in overcoming dyslexia in the Scottish context is perhaps worthy of attention.
The intimation that the overwhelming majority of reading-disabled children ‘represent an instructional dysfunction rather than a constitutional disability’ (Calfee, 1983 cited in Joshi et al, 2002, p. 230; Vellutino et al, 2004) is both disheartening and encouraging. It is disheartening that learners fall victim to ineffective educational provision, but it is equally encouraging that appropriate teaching techniques can restore them to becoming normal learners. The review advocates adopting effective reading techniques. On this note, the pedagogies used in teacher education concerning how best to teach children to read (see Moats & Lyon, 1996; Rohl & Greaves, 2004; Spear-Swerling & Brucker, 2004) are worthy of further reflection. Such an approach is supported by a well-known adage: ‘Prevention is better than cure’.

3.2 Further Recommendations: Examples of Best Teaching and Learning Practices with Dyslexic Learners

In this section, some very practical lessons gleaned from the selected cases of effective teaching and learning practices and interventions (see Section 2.3) will be highlighted.

The ‘Creation of Self-Esteem Groups’ and the ‘Flying Start Programme’ courses organised for dyslexic learners were beneficial for various reasons. Firstly, the programme was carried out in a relaxed environment and the tasks were both enjoyable and educational. Both the tasks and the way they were presented enabled pupils to realise that despite being dyslexic, they could still be creative and productive individuals. Secondly, knowing that other children were in similar circumstances created a sense of belonging. Realising that they were not alone in their struggle is also a form of support. Thirdly, organised activities for small groups of pupils are more focused and, therefore, more effective in bringing about changes in attitude and behaviour. It is not surprising that small group interventions have become established practice for a variety of professionals including educational psychologists (Burton, 2004).
MacKay (2001) at the Fifth British Dyslexia Association International Conference acknowledged that transforming an ordinary school into a dyslexia friendly one presents a big challenge. He agreed that ‘changing a school for the benefit of the 10+% of pupils who are dyslexic may be a difficult package to sell’ because of the changes it entails. Yet, the encouraging results from a comprehensive high school in North Wales reveal that the benefits encompass all the learners and are not exclusive to those with specific learning difficulties.
A common factor amongst the three techniques shown to be effective in helping learners with dyslexia (ie the Multisensory Method, the Auditory Discrimination in Depth and Embedded Phonics) is improving the phonological processing skills of dyslexic learners. A number of other studies support using techniques that are phonologically related (see Hatcher, 2000; Joshi et al, 2002; Lovett et al, 1994; Sawyer, 2006; Simpson, 2000; Snowling, 1998; Snowling & Hayiou-Thomas, 2006; Tijms et al, 2003; Vellutino et al, 1996; Uhry & Shepherd, 1997). In fact, it was asserted that ‘[t]he widespread consensus in the field is that phonological processes play a key role in learning to read’ (Snowling & Hayiou-Thomas, 2006, p. 116). Perhaps, this is because in the English language ‘85% of the 17,000 most frequently used words are phonetically regular’ (Smith, 2001, p. 4).
Taking advantage of what modern technology can offer appears to be the main lesson to learn from the use of the Personalised Multimedia Method to help remedy the spelling problems of dyslexic learners. In the UK, as elsewhere, software has been developed in the last ten years for dyslexic learners’ use (eg educational software developed by the University of Wales, Bangor). It is not clear though whether or not rigorous evaluation of the effectiveness of this software has already taken place. There is probably a need to raise awareness about the existence of such software and to encourage wider use in schools.

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