Meet the editors

Professor Jonathan Glazzard's research focuses on mental health, well-being and inclusion in education. He is a qualitative researcher and uses a broad range of approaches, including narrative methodology, visual/participatory methods and more traditional interviews and focus groups. Jonathan's recent projects include exploration of head teacher resilience, teacher and child mental health and the experiences of teachers who identify

as LGBTQ+. Jonathan is a co-convenor of the British Educational Research Association (BERA) Special Interest Group, Mental Health and Wellbeing in Education. He is also a member of the Excellence in International Transitions Research, which is led by Professor Divya Jindal-Snape. Jonathan is deeply committed to research that advances social justice. He has widely published on aspects of inclusion and social justice for marginalised groups and individuals, and he is deeply committed to research that improves the lives of individuals and research-informed teaching.

Samuel Stones is a Lecturer and Researcher at Leeds Beckett University as well as Assistant Headteacher at a secondary school and sixth form located in North Yorkshire, England. He also holds a national training role with a large multi-academy trust. Samuel's research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools at Leeds Beckett University. His

research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Transgender, with specific emphasis on the impact of sexual orientation on teacher identity and mental health. Samuel's research explores issues of social justice and inclusion, particularly in relation to mental health, special educational needs, sexual orientation and gender identity.

Contents

Dyslexia and Academic Life

Dynamics in Dyslexic Children

Dyslexia and the Speech Pathologist

*and Lawrence M. Ward*

in the Orthographic Phase *by Diane Montgomery*

Supplementary School in the UK

with Mixed Subtype Dyslexia

*by Ruth Falzon*

*by Jane Roitsch*

*by Helen Ross*

*by Maria Rontou*

Classroom *by Trevor O' Brien*

**Preface XI**

**Chapter 1 1**

**Chapter 2 33**

**Chapter 3 61**

**Chapter 4 73**

**Chapter 5 93**

**Chapter 6 119**

**Chapter 7 137**

**Chapter 8 151**

The Three Educational Faces of Dyslexia: Identification and Remediation

Effects of a Phonological Intervention on EEG Connectivity

"It's a Battle!": Parenting and Supporting a Child with Dyslexia

Mediating the Learning of a Student with Dyslexia in a Greek

*by Simone Aparecida Capellini, Larissa Sellin, Ilaria D'Angelo, Noemi Del Bianco, Catia Giaconi and Giseli Donadon Germano*

Visual-Motor Perception and Handwriting Performance of Students

Understanding the Socio-Emotional Impact of Dyslexia in the Inclusive

*by Nicolas Bedo, Dikla Ender-Fox, Janet Chow, Linda Siegel, Urs Ribary* 

## Contents



Preface

This book explores different perspectives on dyslexia. We live in an ableist society where the ability to read and write is viewed as a sign of intelligence. However, we view dyslexia as a specific learning difference that is unrelated to intelligence. We also view dyslexia as a gift rather than as a difficulty. Many individuals with dyslexia are creative and skilled in lateral thinking. They are often verbally articulate and

We argue that the early identification of dyslexia is crucial so that children are not disadvantaged academically. The ability to read and write is critical to academic success. Reading is essential because it unlocks the door to the rest of the school curriculum. The gradual shift away from *learning to read* to *reading to learn* demonstrates the important role that reading plays in enabling children to access knowledge across the curriculum. Reading and writing are also critical skills that individuals need throughout their lives. We know that literacy skills can influence life chances. We only need to look at the extent of illiteracy in prisons and the wider criminal justice system to understand the relationship between reading and writing and long-term outcomes. However, skills in literacy should never be seen as an indicator of a person's intelligence, and it is for this reason that we have chosen to emphasise our preference that dyslexia should be viewed as a learning difference

In our own research in this field, we have highlighted an association between

we emphasise dyslexia as a learning difference rather than a disability.

We recognize that the fundamental areas that dyslexics find more challenging lie in the areas of language processing and, even more specifically, phonological processing. We argue that many dyslexic children will benefit from a rich multi-sensory phonics programme that provides them with repeated opportunities to *overlearn* the skills of grapheme-phoneme correspondence, blending, segmenting and phoneme manipulation (including phoneme addition, deletion and substitution). We argue that although many dyslexics will eventually develop the skill of automaticity in word recognition, for many, the skills of spelling and transcription will remain

dyslexia and self-esteem. Our data demonstrate that the experiences associated with having dyslexia can have a detrimental effect on a person's sense of self. We have also explored the experiences of dyslexic trainee teachers. Our data demonstrate the disconnect between pre-service teachers' experiences in university contexts and those in school contexts. In line with other researchers, we found that although dyslexic pre-service teachers often experience high levels of support within universities, this is often not matched by the level of support that they receive in schools. We found far too many examples of discrimination and prejudice, thus illustrating the ableist nature of the teaching profession. At the same time, we found that dyslexic pre-school teachers have numerous strengths. They are creative, empathetic and skilled in automatically adapting tasks to meet the needs of students with learning difficulties. Many were able to automatically break down tasks into smaller steps to enable students to achieve learning outcomes. It is these strengths that enable teachers with dyslexia to thrive in the teaching profession, and it is for these reasons that

proficient in verbal reasoning.

rather than a learning difficulty.

*by Zuzana Bilkova, Martin Dobias, Jaromir Dolezal, Vratislav Fabian,* 

*Helena Havlisova, Jiri Jost and Olga Malinovska*
