Overview

This bestselling book for teaching literacy to children and young people aged 4-16 years with dyslexia and other specific literacy difficulties has been fully updated for its third edition. Providing a structured multi-sensory programme, 'Conquering Literacy', that includes placement tests, well-established strategies and examples of lesson planning, teaching activities, and reading, spelling and literacy concept cards, this book is an essential practical resource for teachers. This new edition includes: an additional section for learners who need an individualised, structured programme at an advanced stage (Stage II); a section on planning shorter, targeted interventions for learners with a particular difficulty e.g. spelling, revising; three new chapters on teaching reading, spelling and writing within mainstream classrooms using strategies which are successful with learners with dyslexia downloadable teaching resources available from the companion website.

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9781529767834

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Reviews

There are chapters on subjects that practitioners may find particularly interesting, such as 'Dyslexia and Learners for whom English is an Additional Language', and 'The Role of Memory in Acquiring Literacy Skills' - Jan Beechey -- Jan Beechey * Dyslexia Review *

There are chapters on subjects that practitioners may find particularly interesting, such as ‘Dyslexia and Learners for whom English is an Additional Language’, and ‘The Role of Memory in Acquiring Literacy Skills’ - Jan Beechey -- Jan Beechey * Dyslexia Review *

Author Information

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant and trainer in the field of specific learning difficulties. For many years she was a Senior Lecturer at Manchester Metropolitan University in the Centre for Inclusion and Disability Studies where she was Programme Leader for the MA in Specific Learning Difficulties and the Post Graduate Certificate in Dyscalculia. For several years she has taught courses on specific learning difficulties as part of the initial teacher training programme in addition to postgraduate awards. She has presented papers in this area at a number of international conferences and was part of the MMU research team that evaluated the Department for Education funded project ‘Teaching for neurodiversity’ led and coordinated by the British Dyslexia Association (2017). She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and is an Associate Member of the British Dyslexia Association (AMBDA). She was a member of the SASC/BDA working party (2019) which was set up to develop a new definition of dyscalculia and to produce guidance on identification and assessment. Kathleen has taught a wide range of learners with dyslexia, from children as young as 4 years to 16 years. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years of experience in supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest, and her doctorate was also in this area. She is co-author of Phillips and Kelly (2018) Assessment of Learners with Dyslexic-Type Difficulties, 2nd edition and author of Kelly (2020) Identifying, Assessing and Supporting Learners with Dyscalculia. Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, Cert. TESL, began her career as a teacher of English in secondary schools where she first became interested in why some learners had severe literacy difficulties. She later joined Manchester Metropolitan University where she was a Principal Lecturer, Head of SEN, and then Head of Continuing Professional Development. At MMU she developed the first courses for specialist teachers of learners with dyslexia at both undergraduate and postgraduate levels. During that time she worked in primary, secondary and special schools both with teachers and directly with pupils. She taught on several SEND courses for teachers (particularly training SENDCos) and was the UK partner (with Italy, Belgium and Spain) developing and teaching courses on ‘Inclusion and SEN’ for European educationalists. She has served on the Accreditation Board of the British Dyslexia Association but left when she became a specialist member of the SEND Tribunal service. She has been involved in several dyslexia research projects developing teaching materials. In recent years she led the AMBDA courses for Wrexham Glyndwr University and was a part-time tutor to the AMBDA course at Stanmillis University College, Belfast.  She is co-author of Phillips and Kelly (2018) Assessment of Learners with Dyslexic- Type Difficulties, 2nd edition.

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