1. The Dyslexia-SpLD Trust Professional Development Framework
Unlocking the secrets of Dyslexia: using the Literacy and Dyslexia-SpLD Professional Development Framework as a key to personalised CPD University of Derby June Dr. Amelia Roberts
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2. A Classic Dyslexia Profile
Turner and Ridsdale Digit Memory: 5
Gathercole and Baddeley Non-word Memory: 97
WRIT Analogies: 83
WRIT Vocab: 37
WRAT 4 Spelling: 19
WRAT 4 Reading: 39
WRAT 4 Comprehension: 75
An often seen ‘spiky’ profile, with clear areas of deficit, coupled with areas of strengths and compensatory strategies which can produce higher levels of functioning and attainment.
Deficits cannot be ignored, but there is a role for ‘playing to strengths’ and activating Higher Order Thinking to enable more significant learning

3. Classroom Manifestations
Reading, writing, spelling
Difficulties ‘getting ideas down on paper’
Maths
Disorganisation
Difficulties in sitting and listening
Difficulties in following instructions
Distracting behaviour
Attention/focus problems
Low confidence
Loss of motivation
Poor attainment

4. Well known ways of supporting weaknesses
Writing Frames
Written Instructions on W/Board
Differentiated work
Dyslexia-friendly texts
Careful formatting on worksheets, eg spacing, font size, illustrations, Arial
Extra Reading and Spelling support
Specific focus on phonetic processing and other targeted programmes to support the Dyslexic learner

5. The Dyslexia/SpLD Professional Development Framework
Free online tool
Funded by DfE, in conjunction with The Dyslexia/SpLD Trust and created in partnership with PATOSS and Dyslexia Action
Provides a portal to access resources
Personalised needs analysis with tailor-made report including a wide range of resources.
Covers six keys strands of essential expertise
Includes five stages corresponding to a variety of roles within the educational workforce.

7. Structure and content of Framework - Strands
Development of language and literacy
Theories of dyslexia/SpLD
Identifying and assessing dyslexia/SpLD
Supporting and teaching learners with dyslexia/SpLD
Communicating and working with others
Professional development and dyslexia/SpLD
If we have time good to have a graphic representation of this
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8. Structure and content of Framework: Stages
The Dyslexia-SpLD Trust Professional Development Framework
Structure and content of Framework: Stages
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9. Statements and Confidence-ratings
‘Understand the differences between the Biological Theories, Cognitive Theories and Social-interaction Theory’.
Confidence rating:
‘Explain the ‘Simple View of Reading’

10. Structure and content of Framework Professional development guidance
The Dyslexia-SpLD Trust Professional Development Framework
Structure and content of Framework Professional development guidance
Each user receives an in-depth report (pdf)
which includes CPD and development advice:
Feedback on level within each strand for the stage selected
Suggestions for work place activities to develop learning
Professional development resources
Website resources
Key Reference documents
Advice on how to select a relevant training course
See added underlined text
Workplace activities; Professional Development Resources; Website Resources; Key Reference Documents
Currently information on how to select a relevant training course, Courses AIMS to reference specific CPD opportunities
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11. Examples of resources recommended
The Dyslexia-SpLD Trust Professional Development Framework
Examples of resources recommended
Texts:
Read Chapter 1 of the Rose Review on Dyslexia:
2009DOM-EN.pdf
Websites:
A Framework for Understanding Dyslexia - Theories of dyslexia
The Daily Mathematics Lesson: Guidance to Support Pupils with Dyslexia & Dyscalculia.
DfES 0512/
High profile for SEN
Changing Policies
Financial constraints
Green Paper
Strong focus on CPD
Looking to the Community and Voluntary Sector to support and provide services
Addressing the support for ‘less severe – high impact’
Linking to Achievement for All
Important part of Trust wider agenda
Integral to Trust aims
Framework is key to the work of DST
Wider stakeholder involvement
CDC – DfE Strategic Partner for SEN and Disability
CDC Strategic Partner All 3 Trusts sit on the Partnership Board
Support the development of capacity building across the Voluntary and Community Sector.
Contribute to the development and implementation of key policy initiatives
Identify and support research to gather evidence on what works to inform policy and practice development and planning
Currently over 60 organisations are represented on the CDC Council. They range from large-scale organisations such as Barnardo’s, to smaller charities such as the The Springboard Project.
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12. Extracts from The Rose Review Chapter 1(2009 p.30)
The Dyslexia-SpLD Trust Professional Development Framework
Extracts from The Rose Review Chapter 1(2009 p.30)
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.
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.
The Dyslexia-SpLD Trust and Strategic Partners
Steering Group Terms of Reference
12 October 2009
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13. Theories of Dyslexia covered in Chapter 1
Evidence for a genetic link (p36):
Twin and familial studies (Snowling 2007, 2008; Pennington and Olson 2005) show that there is a higher incidence of Dyslexia in families with other Dyslexic members, but find it difficult to distinguish between genetic inheritance and shared environmental influences.
Chromosomal evidence
… ‘strongest evidence for linkage with dyslexia is a site on the short arm of chromosome 6, with others replicated on chromosomes 1, 2, 3, 11, 15 and …but it is important to emphasise that genetic influences are probabilistic.’

14. The Simple View of Reading
The Dyslexia-SpLD Trust Professional Development Framework
The Simple View of Reading cy
This visual framework was designed to help practitioners gauge the relationship between decoding skills and comprehension skills in the individual learner.
1 - Whilst we support the view that slow progress and/or low achievement is not prima facie evidence of special educational needs, it must also be emphasised that slow progress and/or low achievement is not evidence of an absence of special educational needs
2 -needs met by resources that should be available in mainstream schools
mean that those who need additional more specialist support will be denied that by a presumption that schools can meet the whole range of needs associated with dyslexia and specific learning difficulties
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15. - - + + Good language comprehension, poor word recognition
Good word recognition, good language comprehension
Word recognition - +
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
Two dimensions of reading: word recognition and language comprehension
Four possible outcomes:
Good word recognition and good language comprehension
Good word recognition but poor language comprehension
Poor word recognition but good language comprehension
Poor word recognition and poor language comprehension
Allow time for staff to consider the four quadrants alongside their class list. They may be able to start thinking about whereabouts the children would be plotted on the graph. -
Language comprehension

16. The Dyslexia-SpLD Trust Professional Development Framework
Brain-based models
‘Functional brain imaging studies during reading indicate that
children and adults with dyslexia typically show less activity than
controls in left hemisphere temporo-parietal regions. Preliminary
evidence suggests that intervention may reduce this underactivation.
However, the causal status of brain differences in
dyslexia is debatable because brain development shows
considerable plasticity: both its structure and function are shaped
by use.’ (p37)
Price and McCrory (2005)
Simos et al (2002), Shaywitz et al (2004)
Have split slide to minimise text and add in Ofsted logo
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17. A Framework for Understanding Dyslexia
Biological theories of dyslexia.
Cognitive theories of dyslexia.
Social interactive theory of dyslexia.
What do theories agree on? There are some general agreements on some of the causes of dyslexia.
Where are there areas of disagreement? Disagreements on the definition and causes of dyslexia.
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18. Supporting the Dyslexic learner
Dyslexia and Maths' by Kay, J and Yeo, D , Fulton, contains lots of practical advice on using concrete materials and basic number work
How Dyslexics Learn: Grasping the Nettle
Recognising learning strengths is a key element to successful teaching. This book concentrates on the successful strategies dyslexics have used and the positive traits associated with dyslexic learners. The theme of the book likens the support dyslexic learners need to the careful husbandry used by a skilled and creative gardener.

19. Dyslexia and Dyscalculia
et_maths.pdf
The National Numeracy Strategy: The daily mathematics lesson
Guidance to support pupils with dyslexia and dyscalculia

20. Broader based approaches
Every Class Teachers Guide to Removing Barriers & Raising Attainment. Routledge
How dyslexia affects dyslexic learners’ access to and progress in the subject curriculum
The development and provision of appropriate support strategies for meeting the needs of dyslexic students
The use of case studies helpfully highlights the impact of dyslexia on students as they transfer to secondary school. They illustrate how and why this condition may be mistaken for behavioural - or other - difficulties, consider whole-school issues and relate throughout the book to a practical framework of proven support strategies.

21. Academic approaches
The EPPI Centre at the Institute of Education provides an accessible resource for evidence based practice:
Use questions and statements that involve higher order thinking, reasoning, and personal perspective. The teachers who … spend most of the available time in these high-quality on-task interactions facilitate greater attainment.
High quality interactions are those in which teachers offer learners the opportunity to problem-solve, to discuss and describe their ideas, and to make connections with their own experiences and prior understandings, while those teacher interactions that are less successful focus on procedural matters, behaviours and general classroom management.

22. Accessible Case Studies from an NUT project, following teachers trialling Thinking Skills in the classroom. These can be used to develop multisensory strategies for action research in individual classrooms e.g. Cognitive Acceleration through Science Education
pdf

23. Helpful Techniques and Resources
Odd-one-out
Maps from Memory
Group work eg Numbered Heads
Think-Pair-Share
Opinion lines/list ranking
Fortune-Line Graphs
Sequencing cut-up text/matching words to definitions
Piecing together diagrams
Jigsaw reading
Duck – Bat – Dolphin, RNA-DNA-Protein… illicit response, build on the differences highlighted
A ranked line based on opinions on a controversial statement

24. Who is the Framework for?
Individual working with the Dyslexic learner
Inclusion Manager with responsibility for teams within organisation
Team leaders involved with strategic planning towards improvement in dyslexia-friendly provision.
CPD leaders and training providers as a reference for designing learning outcomes

25. Different ways of using the Framework to support CPD
Planning future INSETs and training events
Tailor CPD to meet individual staff needs
Structuring an event with a small group to stimulate discussion about Dyslexia/SpLD
Develop a recruitment plan
Inform coaching and mentoring and non- course based CPD
Structuring strategic planning for enhanced Dyslexia/SpLD provision

26. Accessing the Framework
The framework can be accessed via The Dyslexia-SpLD Trust website, via ‘Resources’:
developmentframework/
The ‘Framework User’s Guide’ contains additional information to support the practitioner and is available to download from this portal.
I can be contacted on: