Select an intervention or support strategy from the module and explain how this approach meets the needs of students with dyslexia. Demonstrate the effectiveness of your chosen intervention by critically evaluating its research and evidence base, and discuss how you might implement this approach in practice
During this assignment we will look at the effects of the implementation of the Acceleread and Accelewrite programme on dyslexic students and how it meets the needs of our students. We have recently been working with a group of Dyslexic students in Year 3 and have introduced the programme as an intervention strategy used to accelerate their reading and spelling skills. The school is an independent primary school in Hong Kong that follows the IB PYP curriculum. The school caters for local and international students from over thirty different countries around the world. We currently have over 200 students on our Learning Support register, with over 17 students who have been diagnosed as being Dyslexic.
It is widely accepted that Dyslexia is characterised by a deficit in phonological processing, which is manifested through reading and spelling difficulties in affected children, Snowling (2000). Whilst it is acknowledged that these symptoms are now more widely recognised by teachers and other educational practitioners than they have been in the past and also that identification of Dyslexia has become more prevalent in schools, the emphasis now falls on intervention and how teachers can support Dyslexic pupils in schools in order to prevent underachieving.
Evidence from research along with personal experience has identified that Dyslexic pupils sometimes feel alienated or different from their peers and can also suffer low self-esteem and frustration, especially if their learning needs are not addressed correctly, (Goldup & Ostler, 2000, & Locke et al, 1997). Underachievers can become disaffected, not wanting to engage in written activity or reading and as a result their subsequent years of learning can be grossly affected.
The key to ensuring that Dyslexic learners achieve in equal measure and with equal confidence to their peers is early intervention, (Townend, 2000). The advantages of which are described by Locke et al (1997), who postulate that the ‘neural and cognitive plasticity’ of younger children means that they are more susceptible to intervention at a young age than when their learning has become more habitualised later on. If difficulties in reading and spelling are addressed at the earliest possible opportunity the pupil will benefit from increased access to the whole curriculum. Locke et al (1997) also argue that early intervention ‘mitigates’ the damaging effects of failure on self-esteem.
Although our school works hard to currently address the needs of our Dyslexic children with a degree of success with relation to academic progress (as monitored through quantitative assessments carried out by the Learning Support...