Vol. 1, Issue 2, pp. 27-40 Full text

Author: Blagovesta Troeva

Affiliation: New Bulgarian University, Sofia, Bulgaria

The paper discusses how literacy teachers approach the differences in the reading profiles of their students with dyslexia, and the value of an available diagnosis of dyslexia in their choosing the most appropriate teaching methods. The research was carried out in the Greater London area in 2014. It involved interviews with six practitioners directly involved in teaching reading skills to pupils with dyslexia in various capacities. All of the participants demonstrated awareness of the wide range of difficulties on the dyslexia spectrum. This underlay their commitment to personalized teaching based on a detailed assessment of the pupils' weaknesses and strengths. Provided that such an assessment and special educational expert's recommendations for teaching were available to inform their approach, five out of the six interviewees, who were working only at a school level, did not find the availability of a diagnosis of dyslexia necessary. However, the participant with the most extensive expertise, occupying a leadership role in a borough's literacy support centre, strongly defended and insisted on the existence and the instructional necessity of the dyslexia category. The overall conclusion is that applying the most appropriate teaching strategies would depend on the availability of a detailed assessment, which poses the question how teachers who have no access to such information will be able to adjust their instruction to the needs of the particular student.

Key words: dyslexia, reading skills, differences, diagnosis, teaching

Article history:
Received: 13 October 2015;
Reviewed: 16 December 2015;
Accepted: 21 December 2015;
Published: 31 December 2015

Citation (APA6):
Troeva, B. (2015). Teachers' perception of the difference in the reading profiles of students with dyslexia and the role of dyslexia assessment for an appropriate choice of teaching strategy. English Studies at NBU, 1(2), 27-40. Retrieved from http://esnbu.org/data/files/2015/2015-2-2-troeva-pp27-40.pdf

Copyright © 2015 Balgovesta Troeva

This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. If you want to use the work commercially, you must first get the author's permission.


British Dyslexia Association. (2012). Dyslexia Friendly Schools: Good Practice Guide, Abridged version, British Dyslexia Association. Retrieved from http://www.bdadyslexia.org.uk/common/ckeditor/filemanager/userfiles/Educator/Resources/dfs-gpg-abridged.pdf ☍

British Dyslexia Association. (2014a). Dyslexic. British Dyslexia Association (BDA).Retrieved from http://www.bdadyslexia.org.uk/dyslexic ☍

Brooks, G. (2007). What Works for Pupils with Literacy Difficulties? The Effectiveness of Intervention Schemes. 3rd edition, DfCSF, Ref: 00688-2007BKT-EN. Retrieved from [http://catchup.org.uk/Portals/3/CU%20research/What%20works%20for%20pupi

Castles, A. (2006). The Dual Route Model and the Developmental Dyslexias. London Review of Education, 4(1), 49-61

Cohen, L, Manion, L., & Morrison, K. (2000). Research Methods in Education (5th ed), London: Routledge.

Coltheart, M. (2006). Dual Route and Connectionist Models of Reading: An Overview. London Review of Education, 4(1), 5-17.

Department for Education (DfE). (2013). The National Curriculum in England: Key Stages 1 and 2 Framework Document, London: Department for Education (DFE). Retrieved from https://www.gov.uk/government/publications/national-curriculum-inengland-primary-curriculum ☍

Department for Education & Department for Health (DfE & DfH). (2014). Special Educational Needs and Disabilities Code of Practice: 0 to 25 Years, London: https://www.gov.uk/government/publications/national-curriculum-in-englandprimary-curriculum ☍

Department for Education and Skills. (2004). A National Conversation about Personalised Learning, Nottingham: Department for Education and Skills (DfES).

Elliot, J., & Grigorenko, E. (2014). The Dyslexia Debate. New York: Cambridge University Press.

Elliot, J., & Gibbs, S. (2008). Does Dyslexia Exist? Journal of Philosophy of Education, 42(3-4) 475-491.

Everatt, J., Weeks, S., & Brooks, P. (2007). Profiles of Strengths and Weaknesses in Dyslexia and Other Learning Difficulties. Dyslexia, 14, 16-41.

Farrell, M. (2006). The Effective Teacher‘s Guide to Dyslexia and Other Specific Learning Difficulties: Practical Strategies. London: Routledge

Frith, U. (1995). Dyslexia: Can We Have a Shared Theoretical Framework?. Educational and Child Psychology, 2, 6-17.

Frith, U. (1999). Paradoxes in the Definition of Dyslexia. Dyslexia, 5, 192-214. DOI:10.1002/(SICI)1099-0909(199912)5:4<192::AID-DYS144>3.0.CO;2-N

Hatcher, J. (2006). Managing the Needs of Pupils with Dyslexia in Mainstream Classrooms. In M. Snowling & J. Stackhouse (Eds.), Dyslexia: Speech and Language (2nd ed). London: Whurr Publishers.

Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing, 2, 127-60.

Kelly, K., & Phillips, S. (2013). Teaching Literacy to Learners with Dyslexia: A Multisensory Approach. London: Sage.

Massey, J. (2008). Meeting the Needs of Students with Dyslexia. London: Network Continuum.

Miller-Shaul, S. (2005). The Characteristics of Young and Adult Dyslexics Readers on Reading and Reading Related Cognitive Tasks as Compared to Normal Readers. Dyslexia, 111, 132-151.

Peterson, R., Pennington, B., & Olson, R. (2013). Subtypes of Developmental Dyslexia: Testing the Predictions of the Dual-Route and Connectionist Frameworks. Cognition, 126, 20-38.

Punch, K. (2009). Introduction to Research Methods in Education. London: Sage.

Reid, G. (2003). Dyslexia: A Practitioner’s Handbook (3rd ed). Chichester: John Wiley and Sons.

Robson, C. (2004). Real World Research (2nd ed). Oxford: Blackwell.

Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (The Rose Report). Nottingham: DCSF Publications.

Singleton, C. (2009). Intervention for Dyslexia. A Review of Published Evidence on the Impact of Specialist Dyslexia Teaching, University of Hull. Retrieved from https://www.lucidresearch.com/documents/research/report_acad_InterventionForDyslexia09.pdf ☍

Snowling, M. (2006). Language Skills and Learning to Read: The Dyslexia Spectrum. Dyslexia: Speech and Language (2nd ed). West Sussex: Whurr Publishers Ltd.

Snowling, M., & Hulme, Ch. (2012). Interventions for Children’s Language and Literacy Difficulties. Int J Lang Commun Disord, 47(1), 27-34.

Walker, J. (2000). Teaching Basic Reading and Spelling. In J. Townend & M. Turner (Eds.), Dyslexia in Practice. London: Kluwer Academic/Plenum Publishers.

Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (2004). Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades?. Journal of Child Psychology and Psychiatry, 45(1), 1-40.

Vellutino, F.R., & Fletcher, J.M. (2005). Developmental Dyslexia. In, M.J. Snowling & C. Hulme (Eds.), The Science of Reading: A Handbook. Malden: Blackwell Publishing.