**6.6 Teacher-TA joint support for individual dyslexia structured intervention programmes**

Some dyslexic students may be withdrawn from lessons to follow the small group or individual structured intervention programmes to develop literacy skills. These programmes are usually based around a structured, cumulative strand of phonics, supplemented by working memory training, punctuation work and sight vocabulary work [59]. Griffiths and Kelly [46], interviewing specialist-trained TAs delivering these programmes, found that students were usually engaged with these programmes but that the teachers and TAs in the mainstream classroom were often ignorant of the contents of the out-of-class sessions and were, therefore, not well-placed to help reinforce this new learning in the mainstream lesson. The solutions to this problem could lie in teachers and TAs observing these lessons in action, having a copy of the students' schemes of work, with regular updates as to which elements students were currently tackling to build reinforcement opportunities into their lesson-planning. For this, liaison with the specialist TA should be organised regularly. In secondary school this would be with the student's English teacher which, the research indicated, seemed to work well. These intervention programmes also need regular monitoring in terms of whether the TA is teaching all the required elements appropriately (programme fidelity) and whether the student is actually achieving measurably better as a result.
