Dyslexia

At Sussex Road Primary School, we continually strive to ensure the learning environment is as inclusive as possible.  We use a range of universal strategies that support children with dyslexic difficulties:

• Use buff, cream or pastel shades of paper when photocopying for identified pupils
• Set interactive whiteboard background to cream or buff background
• Use clear fonts such as Comic Sans, Serif or Ariel (size minimum 11)
• Display a daily visual timetable and a homework timetable
• Give identified pupils an individual, laminated visual home-school memory prompt
• Display lists of key topic vocabulary using a subject colour code
• Write keywords in coloured pen when presenting to class
• Be aware of the need to ‘chunk’ instructions into short sequenced sections. Use whole class or individual Task Management boards to assist with smaller step learning.
• Consider alternative methods of recording where there are a number of writing demands: diagrams / charts / photographs / spoken recording / models
• Use Mind Mapping as a whole class / individual planning and recording tool
• Utilise writing and talking frames to assist Dyslexic learners with rehearsal, planning and retention
• Be aware of the need to reduce ‘copy writing’ by providing an individual copy of whiteboard slides and texts
• Provide and monitor the use of a class set of specific resources - line trackers, coloured overlays, word lists, specialist dictionaries (ACE), maths manipulatives, magnetic letters
• Utilise IT software such as Clicker, Word, In Print, Assisted readers, Speech to Text, Reading Pen to support reading and writing
• Use Communicate in Print to provide visual resources to support learning and organisational skills
• Play memory games as a class/in groups during starters/plenaries to build memory strategies and recall
• Evaluate ‘what works’ for individual pupils and ensure that pupils can use these learning strategies independently to develop their metacognition
• Use the metacognitive language of plan - monitor - evaluate to support pupils to self-regulate their learning
• Provide opportunities for rehearsal and repetition to overlearn key skills
• Provide additional processing time and be aware that pupils with Dyslexic tendencies may experience learning fatigue

For some pupils, a personalised targeted approach is required to meet pupil needs.  

• In discussion with the Inclusion Lead and as a response to assessment, plan for phonological interventions such as Wordshark, Nessy, Lexia, Toe by Toe, Spellzone to accelerate reading and spelling progress
• Use a precision teaching approach such as provided by Toe by Toe to teach and repeat key learning in small steps
• Ensure that reading books are Dyslexia friendly – short chapters, appropriate font, size and spacing- we have a bank of Dyslexia friendly books in the millennium building. It is appropriate for a child to have two books – a ‘learning reading’ and ‘enjoying reading’ approach
• Some pupils may also require intervention with maths – NCETM small steps, Plus 1 and Power of 2 are all useful resources to support a daily program of tuition
• Evaluate and utilise specific resources - line trackers, coloured overlays, word lists, specialist dictionaries (ACE), maths manipulatives, magnetic letters, phonic mats
• Utilise IT software such as Clicker, Word and In Print to support writing
• Discuss with Inclusion Lead whether a reading pen may boost reading confidence and accuracy
• Explore the use of speech to text software and Immersive reader to read PDF copies of Word
• Discuss the pupil at Pupil Progress Meeting so that we consider whether further intervention is needed

Dyslexia Screening & Assessment

"Screening tests are used to give an indication of an individual’s strengths and weaknesses and can help identify the likelihood of them having a specific learning difficulty (SpLD) such as dyslexia. Screening does not provide a diagnosis (for which a full diagnostic assessment would be required) but can be an accessible way of determining that a child or adult may need additional support.

Children in the UK are not routinely screened in school for dyslexia and other specific learning difficulties, but many schools use screening tests to guide the development of school support for children who are experiencing literacy difficulties.

Screening tests can help to identify those who may need intervention or support or may benefit from a full diagnostic assessment.  Assessment can not be carried out until a child is at least 7 years old.

Many of the screening tests available for children must be used by qualified specialists who can accurately interpret the results. Others can be used by suitably trained teachers, teaching assistants and learning support assistants."

British Dyslexia Association, 2025