Teacher Standards

The Dyslexic Continuum TS5b TS5d

TS5b: have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

TS5d: have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 


What is dyslexia?
It’s a “specific learning difficulty”; it causes problems with certain abilities used for learning, such as reading and writing. Unlike a learning difficulty, intelligence isn’t affected.

–> DYS (difficulty)    LEXIS (language) …Difficulty with the way language is processed.


What might dyslexic children have difficulty with?

  • reading
  • comprehension
  • handwriting
  • punctuation
  • concentration
  • organisation
  • remembering sequences of words
  • mispronouncing common words
  • reversing letters/sounds in words

–> It is a continuum. Not all people with dyslexia will experience the same difficulties/all the difficulties mentioned above.

–> With dyslexia, the difficulties persist despite quality first teaching.


The statistics
– 1 in 25 severely affected… Up to 1 in 10 less severely (therefore there could be 2 or 3 pupils with dyslexia in every class)





Creating a dyslexia-friendly classroom

  • provide all children with coloured overlays (leave out on tables as common classroom practice as opposed to singling out as different)
  • print out all resources/letters/documents on buff coloured paper (including those to be sent home)
  • change the colour of the background when presenting on IWB (black on white is particularly difficult to read)


What does good/bad practice look like?




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