The Cognition and Learning Team is a service to schools. The team offers advice and training to ensure schools can support pupils with dyslexia and associated difficulties. We have a number of specialist teachers who can diagnose dyslexia and provide bespoke
programmes of support, when appropriate. This page is designed to provide both parents and schools with advice to support children with dyslexia and dyslexic type difficulties. It is always evolving and will be regularly updated with new resources and strategies
for both parents and schools.
Use the tabs to navigate or just scroll down the page.
What is Dyslexia?
Simply it is a difficulty learning to read and write despite appropriate teaching. The difficulties are often referred to as UNEXPECTED because pupils tend to present with an uneven profile of strengths and weaknesses. As an authority we adopt the Rose
Report and British Dyslexia Association (BDA) definitions of Dyslexia.
The 2009 Rose Report defintion.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.
- Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.
- Dyslexia occurs across the range of intellectual abilities.
- It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
- Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves,
markers of dyslexia.
A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.
For further information on the Rose Review, you can access the Rose Report here
The BDA has also adopted the Rose Report's definition but added the additional paragraph below:
In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that
affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.
Bradford Dyslexia Policy
Parents/Carers - What to do if you feel your child might be dyslexic
Ask for a meeting with your child's classteacher and SENCO to discuss provision and how your concerns will be addressed.
We recommend Judy Hornigold's book which lots of parents have found very useful "Help! My Child Has Dyslexia; A Practical Guild for Parents"
Information about steps which we advise schools to take are below.
Teachers - What to do if you feel you have a pupil who is dyslexic
- Look at levels and progress.
- Investigate and monitor any interventions that have been put in place to assess how effective they have been.
- Use the checklist to identify any indicators of Dyslexia.
- Refer to the Specfic Learning Difficulties (SpLD) range descriptors to inform appropriate provision.
- If necessary carry out a Dyslexia Screener, e.g. GL Assessments, Lucid COP etc...
- Following the outcome of the screener schools can, if appropriate, request a formal assessment of Dyslexia from a member of the Cognition and Learning Team. There must evidence to show how the pupil has responded to well founded intervention, as outlined
in ranges 1 and 2 of the SpLD range descriptors.
- The Cognition and Learning team will be happy to give advice at any point in this process.
Below are some advice sheets which can help your child/pupil if they have difficulties with reading, spelling, memory and handwriting
How to support reading difficulties
How to support spelling difficulties
How to support working memory difficulties
Indicators of Dyslexia
Supporting pupils in the classroom
How dyslexia is diagnosed
Support for dyslexic pupils in exams
Developing Handwriting Skills
British Dyslexia Association
Leeds and Bradford Dyslexia Association
Memory and Learning Programme - the programme on this site is designed to help deaf children who are aged 5-11 years to develop their working memory. However it is useful for all children with working memory
Software to support reading and writing Difficulties:
TextHelp Read/Write Gold
Motor Skills Advice
Tips for parents
Activities for parents to use with children
A Journey to Remember
What Can You Remember
The Sofa Game
Visual Sequences 2
Using a Multi-Sensory Approach to Support Literacy Difficulties
The Cognition and Learning team has developed an 9 week course for HLTA's. It trains participants to deliver a multi-sensory intervention to children with dyslexic difficulties. It is accredited at Level Two and Three by CERTA (OCN for Yorkshire and Humberside).
We have now delivered 6 successful courses. Here are some of the comments from our learners:
" I love the way the course is cumulative and fills the gaps in learning/literacy"
" I have enjoyed all aspects of the course and found our group activities particularly beneficial"
"I have learnt so much on this course and every aspect has helped me to deliver a lesson suited to the personal needs of my pupil"
"I really enjoyed the course and found it gave me a clear understanding of Multi-Sensory Learning"
"Excellent, enjoyed the balance of theory, then putting into practice during one-to-one lessons. Great balance.'
"It will have a great impact in school"
Please refer to our courses page for dates