The most effective schools understand the importance of high expectations and the use of accurate data. Success with some pupils with the most severe problems is elusive. There is a small group of pupils who show a poor response to well-founded literacy interventions and need prolonged support.
Factors that can place pupils at risk of not responding to specialist interventions include:
Having the lowest levels of phonological skill at the start of the intervention.
Being rated low on measures of attention and behaviour.
Adverse socio-economic circumstances.
Pupils with persistent difficulties tend to have long- standing word reading problems and many in this group may be described as having dyslexic difficulties. Pupils with the most severe problems ‘resist’ intervention, fail to make satisfactory progress in literacy and fall further behind their peers. For some members of this group the social and emotional aspects of learning can become a further problem.
These pupils need prolonged support matched to their needs to maximise progress. Parents and carers will be particularly anxious at this stage and require time with school staff to discuss their concerns and what the next step will be.
What article would you like to read?
1. Choosing an Intervention for pupils with Literacy Difficulties and/or Dyslexia
2. Guidance for schools
3. Children with Persistent Literacy Difficulties
4. Specialist Advice and Support
5. Use of the Term ‘Dyslexia’
6. Role of the Specialist Teacher
7. Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (2009)
8. SEN Provision