Programmes of Support (One-to-One Support) for Learners with Dyslexia

Introduction

This essay will provide an overview of one-to-one support programmes designed to promote literacy for learners with dyslexia. It will delve into the core principles underpinning such specialist interventions, including multi-sensory, structured, cumulative, sequential, and over-learning approaches, as well as the role of metacognition. Furthermore, the essay will examine the profound impact dyslexia can have on a learner's motivation, behaviour, and self-esteem, drawing on current research. Finally, it will explore the challenges learners with dyslexia face concerning study skills and organisation, concluding with a synthesis of the importance of tailored support.

Principles of Specialist Literacy Programmes for DyslexiaSpecialist programmes to promote literacy for learners with dyslexia are founded on several key principles designed to address the specific cognitive differences associated with this learning difficulty, primarily weaknesses in phonological processing, working memory, and processing speed. The overarching aim is to make the implicit, explicit, and to build skills systematically. Multisensory teaching is a cornerstone, engaging multiple senses simultaneously – visual, auditory, kinesthetics, and tactile (VAKT). For example, a learner might see a letter (visual), say its sound (auditory), trace it in sand (tactile), and make a corresponding hand movement (kinesthetics). This creates multiple pathways for information to be processed and stored, reinforcing learning and aiding recall.

The approach is also inherently structured, meaning that language is taught in an orderly, systematic, and explicit manner. Concepts are broken down into their smallest components, and rules (e.g., phonics rules, syllable division) are directly taught rather than expecting learners to infer them. This structure is cumulative and sequential. "Cumulative" implies that each new skill builds directly upon previously mastered skills, ensuring a solid foundation before moving forward. "Sequential" refers to the logical order in which material is presented, often following the developmental progression of language acquisition (e.g., simple consonant-vowel-consonant words before more complex structures). Over-learning is crucial; this involves providing extensive practice and repetition of skills beyond the point of initial mastery, aiming for automaticity. This helps to embed knowledge deeply, making recall less effortful and freeing up cognitive resources for higher-level tasks like comprehension. Finally, fostering metacognition, or "thinking about thinking," empowers learners. This involves teaching them to understand their own learning processes, identify effective strategies, monitor their comprehension, and reflect on their strengths and weaknesses, enabling them to become more independent and strategic learners. Learners with dyslexia benefit profoundly from this combined approach because it directly addresses their specific areas of difficulty. Multisensory input helps bypass weaker auditory or visual processing channels; structure and sequence provide clarity where they might struggle with abstract concepts or implicit learning; cumulation ensures mastery and reduces cognitive overload; over-learning strengthens weak memory traces; and metacognition gives them tools to navigate their learning challenges effectively.

Impact of Dyslexia on Motivation, Behaviour, and Self-EsteemThe impact of dyslexia extends far beyond literacy skills, significantly affecting a learner's motivation, behaviour, and self-esteem. Repeated experiences of failure or difficulty, especially in mainstream educational settings that may not adequately cater to their needs, can lead to diminished motivation. Gavin Reid (e.g., Reid, 2016) often discusses how dyslexic learners may develop 'learned helplessness,' believing that their efforts will not lead to success, resulting in task avoidance or a reluctance to engage. This is not a lack of desire to learn, but often a coping mechanism. Behaviourally, this frustration can manifest in various ways. Some learners may become withdrawn and quiet, while others might exhibit disruptive behaviours, act as the 'class clown' to deflect attention from their difficulties, or display signs of anxiety. Jane Kirk (e.g., Kirk & Reid, 2001) has highlighted the importance of early identification and appropriate support in mitigating these negative behavioural outcomes, emphasising a positive and understanding approach.

The cumulative effect of these academic struggles and potential misunderstandings from peers or even educators can severely erode a learner's self-esteem. Burden and Burnett's research (e.g., Burden, 2005, building on earlier work) has often linked academic self-concept to overall self-esteem, suggesting that persistent academic difficulties can lead to feelings of inadequacy or being 'stupid.' Neil Alexander-Passe (e.g., Alexander-Passe, 2015) has explored the deep emotional "wounds" that can result from undiagnosed or unsupported dyslexia, describing how learners internalise negative labels and experiences, leading to long-lasting impacts on their emotional well-being and self-perception. Current research consistently indicates that early, appropriate, and positive interventions are crucial not only for academic progress but also for fostering a healthy psychological state in learners with dyslexia.

Impact of Dyslexia on Study Skills and OrganisationDyslexia frequently has a significant impact on a learner's study skills and organisational abilities, creating challenges that can persist into higher education and the workplace. Difficulties with study skills often stem from the core cognitive characteristics of dyslexia. For instance, slow reading speed and decoding effort can make accessing large volumes of text for research or revision laborious and time-consuming, impacting comprehension (Mortimore & Crozier, 2006). Note-taking can be problematic due to difficulties with processing auditory information quickly, writing speed, spelling, and organising thoughts simultaneously. Essay writing may be affected by challenges in structuring arguments, sentence construction, grammar, and proofreading. As Mortimore and Crozier (2006) found, students with dyslexia in higher education often possess the intellectual capability but struggle to demonstrate it due to these study skill deficits.

Organisation is another area commonly affected. This can include time management, such as accurately estimating how long tasks will take or planning revision schedules. Difficulties with working memory and executive functions can make it hard to keep track of materials, remember deadlines, or sequence tasks effectively to complete a project. Bartlett, Moody, and Kindersley (2010), while focusing on the workplace, highlight similar organisational challenges that are equally pertinent to academic settings, such as managing workloads and maintaining an organised workspace. These difficulties are not due to laziness or lack of care but are often direct manifestations of the neurological differences associated with dyslexia, requiring explicit strategy instruction and often, reasonable adjustments like assistive technology or extra time.

ConclusionIn conclusion, one-to-one specialist support programmes are vital for learners with dyslexia, offering a pathway to literacy development through principled, tailored instruction. The multi-sensory, structured, cumulative, sequential, over-learning, and metacognitive approaches directly address the core learning differences associated with dyslexia. However, the impact of dyslexia is not confined to academic skills; it can profoundly affect a learner's motivation, behaviour, and self-esteem, often leading to a cycle of frustration and low self-worth if not appropriately supported. Furthermore, dyslexia presents significant challenges to the development of effective study skills and organisational abilities, impacting academic and later professional success. Understanding these multifaceted impacts underscores the critical need for early identification, empathetic support, and evidence-based interventions that empower learners with dyslexia to achieve their full potential.

References

• Alexander-Passe, N. (2015). Dyslexia and Mental Health: Helping people identify destructive behaviours and find positive ways to cope. Jessica Kingsley Publishers.

• Bartlett, D., Moody, S., & Kindersley, K. (2010). Dyslexia in the workplace: An introductory guide. John Wiley & Sons.

• Burden, R. (2005). Dyslexia and Self-Concept: Seeking a Dyslexic Identity. Whurr Publishers.

• Kirk, J., & Reid, G. (2001). An examination of the relationship between dyslexia and offending in young people. Dyslexia, 7(2), 77-84.

• Mortimore, T., & Crozier, W.R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in higher education, 31(2), 235-251.

• Reid, G. (2016). Dyslexia: A Practitioner’s Handbook (5th ed.). Wiley-Blackwell. (Note: Gavin Reid has numerous relevant publications).Programmes of Support (One-to-One Support) for Learners with Dyslexia