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The DI
welcomes the on-going debate about dyslexia in the UK but is strongly critical of many of the facts
broadcast by the programme and in particular the presentation by Prof Julian
Elliott of Durham
University.
Shirley
Cramer, Chief Executive of the DI writes this response to Dispatches:
- The
DI welcomes research into improving the teaching of reading for all children
and has incorporated the research into all its own teaching and teacher
training programmes.
- The
evidence that reading
difficulties arise from differences in the brain and that they can be
exacerbated by environmental issues has been well known for some time and is
included in all the literature on dyslexia, including our own. Dyslexia
is not a myth. The genetic basis for dyslexia has also been long
acknowledged.
- Dyslexia
is about much more than simply reading difficulties. While poor readers will
benefit from a teaching programme for dyslexics such as those offered by the
DI, dyslexic learners can be affected by other processing difficulties such
as sequencing, poor short term memory, organisation, spelling and writing.
- The programme implies
that dyslexia describes a child with poor reading ability with high IQ. This
is untrue, dyslexia affects people regardless of IQ.
- The
programme’s focus was on dyslexia and reading difficulties in young
children, but other difficulties associated with dyslexia persist even when
reading improves and dyslexia is an issue for people of any age.
- The programme argues
that there is no point in diagnosing dyslexia. We would disagree with this
contention - an assessment is the best way of understanding the strengths
and weaknesses of an individual and it also enables a teacher to effectively
target teaching support. Government money is rarely spent on assessment and
many parents are understandably desperate to find out why their children are
having difficulty in schools.
- The evidence is clear
that people with dyslexia have difficulties understanding the sound patterns
in language. The DI’s structured multi sensory teaching programmes are
based on this research and are similar to the reading intervention programme
shown in the programme in Cumbria.
- The programme implies
that all dyslexic students are receiving extra help and that enormous
financial resources are spent in schools as a result of identification. This
is absolutely untrue as revealed by reports from Ofsted and the Audit
Commission and the experiences of thousands of parents.
- The DI supports the
programme’s call for government to look long and hard at the teaching of
reading in primary schools in the UK in the light of
research.
- The DI has called for
the government to invest more in training for teachers and classroom
assistants in order that dyslexia and other literacy problems are spotted
early and suitable help is offered. However, as the programme makes very
clear, overcoming dyslexia and other literacy problems like those suffered
by Tina in the programme require tailored tuition from an expert teacher in
small groups or one to one.
- The DI is involved
with schools around the country providing teaching services and mentoring
and training teaching staff to recognise and overcome dyslexia.
- The DI is lobbying to
influence the national primary strategy - our aim is that all UK primary schools will
have at least one teacher trained to recognise and overcome dyslexia. The DI
feels strongly that early recognition and intervention is key.
Parents
and learners need to be reassured that dyslexic difficulties can be overcome
with the right kind of help and that both children and adults can succeed.
For
help and advice, please contact the Dyslexia Institute on 01784 222 300 or on
this website at www.dyslexia-inst.org.uk
Shirley Cramer
Chief Executive
Dyslexia Institute
9 September 2005
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