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Home Tuition Scotland is Edinburgh, Lothian and Borders largest home tuition provider. Since 1994, we’ve been preparing Dyslexia students for Standard Grade Dyslexia exams, Intermediate Dyslexia exams, National 4 Dyslexia exams, National 5 Dyslexia exams and Higher Dyslexia exams.

Our expert Dyslexia tutors provide one-to-one Dyslexia tuition in your own home, at a price you can afford.

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THE RANGE AND QUALITY OF LEARNING AND TEACHING APPROACHES
USED TO SUPPORT LEARNERS WITH DYSLEXIA
 Programmes to support pupils’ learning.
 Pupils’ progress and attainment.
 Quality of pupils’ learning experiences.

The range and quality of learning and teaching approaches used to support learners with dyslexia
were appropriate in the majority of schools and very effective in a few. Where teachers and support
for learning staff had specialist qualifications or training, the quality of learning and teaching was
often high and children with dyslexia were more likely to be identified at an earlier stage, and
appropriate learning and teaching strategies and resources put in place promptly. In some of these
schools, practice was innovative, making full use of the wider learning environment of the school and
its community. Parents and pupils in these schools were confident that such approaches had helped
pupils to make progress and pupils had positive learning experiences.

A few authorities offered specialist facilities for children with dyslexia, such as a language centre or
literacy base. Almost all such facilities offered direct support to young people for part of the week and
outreach support at a mainstream primary school.

Specialist centres or bases were sometimes difficult to access and most were for pupils at the primary
stages only. A few authorities had recently taken part in a transition programme5 to prepare P7
pupils with dyslexia for secondary school, some involving parents. These programmes were helpful
in addressing issues related to self-esteem and preparing children for their new setting. Other
services included systems for tracking pupils’ progress, and mentoring for teachers by an advisor
on dyslexia. Around half of authorities offered no specialist facilities, although children with dyslexia
were often supported effectively by educational psychologists, learning assistants or network
support staff. Eight authorities had specialist teachers, centrally deployed teachers or education
officers whose main focus was on dyslexia. Most authorities reported that specialist teachers were
effective but limited in number.

Most authorities considered that the key features of effective learning and teaching for children and
young people with dyslexia should be multi-sensory, well structured and interactive and
that they should raise self-esteem and be relevant and meaningful. Pupils responded well to self-help
strategies when these were offered, for example, voice-activated computer programs and mind
mapping. Many pupils felt that these strategies encouraged independence.

The majority had adopted a range of approaches which reflected a shared understanding of the way
young people learn. Learning and teaching approaches often comprised:
 metacognitive approaches
 small group and one-to-one teaching
 reciprocal teaching
 scaffolding
 reading recovery
 synthetic phonics
 structured phonics programmes

The Dyslexia at Transition Project Team consisted of staff from Edinburgh, Strathclyde and Aberdeen Universities and education authorities. The team worked with school staff, parents and pupils to produce a DVD and support pack ‘Dyslexia at Transition’. The DVD, commissioned by the (then) Scottish Executive, was launched in 2007 and provides examples of best practice to help schools to support the move of pupils with dyslexia from primary to secondary school

In his book, ‘Metacognition’, (1976), Flavell J refers to ‘metacognition’ (P323) as developing ‘knowledge of one’s own cognitive processes’. When applied in education, it is a method which develops and encourages learners to understand better and control their own learning.

Reciprocal teaching is a method in which a teacher and learner alternate roles. It involves developing learners’ skills in predicting, questioning, summarising and clarifying.

Scaffolding approaches include ‘help sheets’ used to assist learners who experience difficulty in developing their ideas in writing. ‘Help sheets’ usually provide learners with a framework for writing which includes prompts in the form of sentences or phrases and vocabulary which help learners to develop their ideas in writing.

Reading recovery is an intensive reading programme that aims to help children experiencing reading difficulties to catch up with their peers. Developed by New Zealand educationalist, Dr Marie Clay (1970), it focuses on the development of phonological awareness and using contextual information to assist reading.

Structured phonics programmes develop incrementally, learners’ understanding of the relationship between the letters and the letter sound in the English language.
 paired reading with peers
 paired reading with parents
 differentiation
 multi-sensory teaching11
 preferred learning styles
 support for learning as an option choice at secondary school
 intensive support for early literacy.

Qualified Dyslexia teachers at all levels across the Edinburgh, East Lothian, Westlothian, the Borders and Falkirk areas. Home Tuition Scotland can help your child achieve Dyslexia exam success.

Please book today.