Universal quality First Teaching
The majority of children achieve well through high quality classroom teaching. When children are being taught to read, high quality teaching provides high quality, systematic phonic work as part of a broad and rich curriculum that engages children in a range of activities and experiences to develop their speaking and listening skills and phonological awareness.
Targeted: Small group and one-to-one interventions
Some children require additional support to achieve well. This can often be provided through small group, time-limited intervention programmes delivered by a suitably trained member of staff that will advance children’s progress and help them achieve in line with their peers.
Specialist: Intensive support
This is for those children who require the personalised approach of a programme that is tailored to their specific, often severe, difficulties. It is usually taught as a one-to-one programme by a teacher or a member of the support staff who has undertaken some additional training for teaching children with reading difficulties.
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