Course curriculum

  • 1

    Chapter 1: What is Dyslexia?

    • Course Introduction & Overview

    • Chapter 1 Workbooks

    • Dyslexia Course Roadmap

    • Before We Begin Quiz - Dyslexia Facts & Myths

    • Defining Dyslexia (Resource 1)

    • Definitions of Dyslexia (Resource 1a)

    • Typical Development (Resource 2)

    • Typical Development (Resource 2a Presentation)

    • The Impact of Dyslexia (Resource 3)

    • Impact on Reading (Resource 3a)

    • Impact on Spelling (Resource 3b)

    • Impact on Writing (Resource 3c)

  • 2

    Chapter 2: Spotting the signs & What to do next

    • Chapter 2 Introduction

    • Chapter 2 Workbooks

    • Spotting The Signs (Resource 4)

    • Early Years Checklist (Resource 4a)

    • Primary Checklist (Resource 4b)

    • Secondary Checklist (Resource 4c)

    • Comorbidity (Resource 5)

    • Case Study 1 - Marsha (Resource 5a)

    • What To do Next (Resource 6)

    • Resource 6 Task

    • Case Study 2 - Jordan (Resource 6a)

  • 3

    Chapter 3: Targeting Help

    • Targeting Help

    • Chapter 3 Workbooks

    • Wave 1 - Dyslexia Friendly Classrooms

    • Wave 1 Strategies (Resource 7a)

    • Wave 2 - Targeted Intervention (Resource 8)

    • Wave 3 - Multisensory Teaching (Resource 9)

    • Multisensory Teaching (Resource 9a)

    • Resource 9 Task

  • 4

    Module Workbooks & Resources

    • Chapter 1 Workbook {Print Friendly}

    • Chapter 1 Workbook {Full Colour}

    • Chapter 2 Workbook {Print Friendly}

    • Chapter 2 Workbook {Full Colour}

    • Chapter 3 Workbook {Print Friendly}

    • Chapter 3 Workbook {Full Colour}

    • 'What Works for Literacy Difficulties?'

What our students are saying:

5 star rating

Excellent resources for reflective Practitioners

Jennifer Kiely

A brilliant resource to develop and reflect on understanding of the complexity of barriers faced by students identified as having dyslexia. Seeing it as a di...

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A brilliant resource to develop and reflect on understanding of the complexity of barriers faced by students identified as having dyslexia. Seeing it as a difference as oppose to a difficulty is brilliant.

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The School Psychology Service