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Dyslexia Association Open Meeting 16.09.26

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Dyslexia Association Open Meeting 16.09.26

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Dyslexia training for Bromley primary schools - Dyslexia Association 

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Dyslexia training for Bromley primary schools - Dyslexia Association 

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Subject-specific guides for dyslexia strategies in the classroom

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Subject-specific guides for dyslexia strategies in the classroom

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Dyslexia Ireland's suite of professional learning resources for secondary school staff provide practical strategies to support dyslexic students across the curriculum. In this section of the Second Level Hub, we provide subject-specific guides, offering tailored approaches and supports for students with dyslexia in individual subject areas.

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BHC Children's Physio - 12 week intervention -Motor Coordination Pathway 2025

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BHC Children's Physio - Core Strength Level 3

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BHC Children's Physio - Core Strength Level 2

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BHC Children's Physio - Core Strength Level 1

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BHC Children's Physio - Coordination Level 3

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BHC Children's Physio - Coordination Level 2

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BHC Children's Physio - Coordination Level 1

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BHC Children's Physio - Balance Skills Level 3

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BHC Children's Physio - Balance Skills Level 2

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BHC Children's Physio - Balance Skills Level 1

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BHC Children's Physio - Body Awareness Level 3

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BHC Children's Physio - Body Awareness Level 2

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BHC Children's Physio - Body Awareness Level 1

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BHC Children's Physio - Ball Skills Level 3

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BHC Children's Physio - Ball Skills Level 2

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BHC Children's Physio  - Ball Skills Level 1

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BHC Children's Physio - Attention and Concentration Advice

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Advice sheet for parents and school on what to consider when teaching new functional skills

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Advice sheet for parents and school on what to consider when teaching new functional skills

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BHC Children's Physio - Approaches to New Skill Development

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BHC Children's Physio  - Body Awareness_

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BHC Children's Physio - Hopping and Jumping

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BHC Children's Physio - Lower Limb Strengthening

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BHC Children's Physio - Preparing for P.E. Advice

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Progress log for 12 week intervention programme

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Progress log for 12 week intervention programme

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BHC Children's Physio - Motor Coordination School Questionnaire

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BHC Children's Physio - Motor Coordination Parent Questionnaire 2025

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DCD advice sheet - read and action prior to making a referral.

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DCD advice sheet - read and action prior to making a referral.

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BHC Children's Physio - DCD Advice sheet

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Using computer readers in exams and beyond

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Using computer readers in exams and beyond

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Reading framework - primary key teaching strategies

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Reading framework - primary key teaching strategies

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Mediated learning - guiding pupils to 'learn how to learn'

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Mediated learning - guiding pupils to 'learn how to learn'

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Mediated Learning Experience - Staff Toolkit

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ISAT CPD Introduction to executive functioning

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Introduction to motor co-ordination difficulties

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Introduction to motor co-ordination difficulties

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Introduction to working memory and processing difficulties

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Introduction to working memory and processing difficulties

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ISAT CPD SSF Intro working memory-processing

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Awareness, understanding and identification for dyslexia

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Awareness, understanding and identification for dyslexia

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BDA Dyslexia friendly Quality Mark guide (slides)

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BDA Dyslexia friendly Quality Mark guide (slides)

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Include some statistics at the beginning which may be useful to share with staff.

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The skills used to pay attention, plan and organise our daily tasks are part of our executive functioning skills. These skills can differ in neurodivergent individuals. Find out more about executive functioning and neurodivergence, including support strategies/information here.

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Supporting executive function in the classroom

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Supporting executive function in the classroom

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Empowering dyslexic thinking in schools course

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Empowering dyslexic thinking in schools course

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About this course

Sign up to get more

You can start learning at any time. By signing up and enrolling you can track your progress and earn a Statement of Participation upon completion, all for free.
View this course Sign up to get more

Welcome to Empowering Dyslexic Thinking in Schools

In this course you can learn how to empower Dyslexic Thinking in schools - and at home - and why it's vital in our AI-powered world.

You'll learn what Dyslexic Thinking is, find out what the 7 Dyslexic Thinking skills are in kids, and learn how to spot what kind of Dyslexic Thinking archetype each dyslexic child is.

This course is led by Kate Griggs, Dyslexic Thinking expert and founder of global charity, Made By Dyslexia, and throughout the course you'll hear from Josh Clark, Chair of the International Dyslexia Association and Head of Landmark School.

If you complete all the elements of this course's learning and successfully pass the knowledge check, you will be awarded a digital badge which you can add to your LinkedIn profile as well as sharing it on other social media accounts.

To be able to do the quiz and gain your digital badge, you must enrol on the course.

Gain a digital badge

By studying the course you will have the opportunity to gain a digital badge - you need to click on the 'Enrol' button to be able to do the quizzes and earn the badge.

This course is part of a collection

This course is part of a collection of courses called DyslexicU University of Dyslexic Thinking - At School. There is 1 course in this collection so you may find other courses here that maybe of interest to you.
See this collection

Once you've completed this course, you'll be able to:

Understand the 7 Dyslexic Thinking skills in children.

Explain why Dyslexic Thinking skills are vital in the workplace.

Teachers: Create inclusive classrooms where Dyslexic Thinkers thrive.

Parents: Support and empower Dyslexic Thinkers at home.

Describe how technology and AI can transform dyslexic learning and teaching.

If this is your first visit to this site, you need to register for a free account, then login on this site and click on the Enrol button for this course.

Course content

Below is the course content. You can click on any section here and it will take you through to this section of the course.

If this is your first visit to this site, you need to register for a free account, then login on this site and click on the Enrol button for this course.

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website: empowering dyslexic thinking in schools | olcreate

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OLCreate: PUB_9454_1.0 Empowering Dyslexic Thinking in Schools

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You can start learning at any time. By signing up and enrolling you can track your progress and earn a Statement of Participation upon completion, all for free. View this course Sign up to get more In this course you can learn how to empower Dyslexic Thinking in schools - and at home - and why it's vital in our AI-powered world.

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Supporting dyslexia across the secondary curriculum

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Supporting dyslexia across the secondary curriculum

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A day in the life of a pupil with slow processing

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A day in the life of a pupil with slow processing

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Meet Kevin, a third grader with slow processing speed. This doesn't mean he isn’t smart. It just means his brain needs more time to take in and use information. For example, he often knows the right answer to a question, but he needs more time to answer it.

Slow processing speed affects nearly every aspect of his day. To understand some of the ways processing speed impacts kids, take a look at a typical day in Kevin’s life.

7 a.m.

“Kevin, what do you want for breakfast?” Kevin is looking at Mom but doesn’t answer. “Kevin, cereal or yogurt? Which one?” Feeling pressured, Kevin finally blurts out an answer: “Cereal.” But it gets soggy before he realizes that he really wanted the yogurt. Now Mom is annoyed that Kevin might miss the bus.

Challenges related to processing speed: Making decisions

8:45 a.m.

Kevin is excited about his class job today: taking the attendance list to the office. But along the way, he forgets what he’s doing or why. Unlike some kids with slow processing speed, Kevin doesn’t have ADHD. But his brain processes information slowly, so there’s less time for his working memory to grab on to new information and use it before it gets lost.

Challenges related to processing speed: Remembering new information

10 a.m.

Ugh, math sprints. The absolute worst. Kevin knows his multiplication facts, but he “freezes up” and needs more time to think of the answers. He feels crummy when the teacher reminds the class that kids who finish early can read a book. Kevin probably won’t even get through one column before time runs out.

Challenges related to processing speed: Anxiety, self-esteem

Noon

Recess is only 20 minutes, and it takes Kevin a while to decide what he wants to do. He joins the kids trading Pokémon cards, which aren't allowed at school. Kevin is slow to notice that the other kids are scrambling to hide their cards from the recess monitor. She sees Kevin with his cards, and he’s the only one who gets in trouble.

Challenges related to processing speed: Making decisions, picking up on social cues

2:45 p.m.

The end of the school day is so stressful. Kevin is always the last kid in class to finish writing down the homework assignment that’s on the board. No one can leave until Kevin finishes. Writing is always hard for him, but it’s even harder when his classmates keep saying “Hurry up!”

Challenges related to processing speed: Taking notes, coping with anxiety

4:15 p.m.

Kevin loves shooting hoops. He’s really good at three-pointers. But the coach is a fast talker, and Kevin can’t process what she’s saying fast enough. His teammates are annoyed that he keeps forgetting the drills. And his long pauses make them feel awkward when they try to have a conversation with him.

8:30 p.m.

Kevin’s homework is supposed to take half an hour. But he’s been working on it for almost two hours and it still isn’t done. To get a good night’s sleep, Kevin really needs to start his bedtime routine now. But Mom isn’t sure what to do. Should I help my child finish his homework or make sure he gets enough sleep?

10 p.m.

Brushing teeth. Putting on pajamas. Packing his backpack. Every step takes a long time. Bedtime is often an emotional time, too. Kevin tells Mom he isn’t sure why he got in trouble at recess when the other kids didn’t. As he’s making connections and figuring out what happened, snuggling with Mom helps him feel a little better.

Challenges related to processing speed: Making connections, self-esteem

About slow processing speed

Having slow processing speed has nothing to do with how smart kids are. It’s caused by brain differences that make them take longer to do things than other kids. This includes doing homework, having a conversation, and making decisions like what to eat for breakfast.

Slow processing speed can happen on its own. But it often co-occurs with ADHD, dyslexia, and anxiety. Telling people with slow processing speed to “hurry up” can add to their anxiety and make them take longer to complete a task.

Related topics

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About the author

About the author

Julie Rawe is the special projects editor at Understood.

Reviewed by

Reviewed by

Ellen Braaten, PhD is the director of LEAP at Massachusetts General Hospital.

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Slow Processing Speed: A Day in the Life of a Child

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What’s it like to have slow processing speed? See a typical day in the life of a child with slow processing speed.

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Working memory self-evaluation checklist for teachers

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Working memory self-evaluation checklist for teachers

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Tips for supporting a child with maths difficulties

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Tips for supporting a child with maths difficulties

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Working memory: a practical guide for teachers

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Working memory: a practical guide for teachers

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Working memory in the classroom information sheet

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Working memory in the classroom information sheet

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Contains lots of ideas under each section of need and resources

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Dyslexia Friendly Schools guidance, examples and checklists

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Dyslexia Friendly Schools guidance, examples and checklists

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Dyslexia Friendly Schools - Louise Selby Dyslexia Specialist

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Special thanks go to schools who offered to share their good practice in the form of images and case studies for the books All About Dyslexia and this website:

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EEF - creating positive learning environments for pupils with SEND

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EEF - creating positive learning environments for pupils with SEND

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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Understanding the strengths and difficulties of dyspraxia - guide for teachers (EPIC)

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Understanding the strengths and difficulties of dyspraxia - guide for teachers (EPIC)

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Supporting maths difficulties - guidance for schools

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Supporting maths difficulties - guidance for schools

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Dyslexia friendly learning environment checklist (secondary)

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Dyslexia friendly learning environment checklist (secondary)

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dyslexia friendly learning environment checklist secondary

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Dyslexia friendly learning environment checklist (primary)

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Dyslexia friendly learning environment checklist (primary)

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dyslexia friendly learning environment checklist secondary

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Free and unlimited access to thousands of audiobook titles

Listen anywhere via download or streaming on phone, tablet or computer or borrow USB memory sticks using our free postal service

New titles added every week

Newsletters highlighting new books and reading suggestions (opt-in required)

How we work with schools

We are keen to work with schools to support as many students as possible who are eligible for our service. In particular, we encourage schools to promote general audiobook use:
General audiobook use - key points:
With a main focus on reading for pleasure, we offer support to schools to promote audiobook use to all students who are struggling with reading.

Through a digital resource pack (currently under development), we'll provide leaflet and poster designs and templates containing all the information required to promote audiobooks to students and parents.

We'll also send regular news and updates to a lead teacher for onward sharing to keep engagement levels high.

Research has shown that guided reading using an audiobook and a printed book together is the most effective at improving reading and comprehension levels, but research also shows that simply listening to the audiobooks is also beneficial.

If recommended reading lists for different year groups or key stages are available, these can be passed to Calibre Audio and we will try to source as many as possible if we don't already have them in our collection.

Contact us to explore other ways of working together. This might include:

Extra-curricular school book groups - introducing a structured guided reading group to support students with print disabilities to improve their reading and comprehension.
Formal educational support as part of provision for special educational needs
If a school would like to discuss either of these alternatives or suggest other approaches to supporting their students, we encourage them to email us on: marketing@calibre.org.uk.

How do I create a school account?

We are currently reviewing the way that school accounts are set up, so if you would like one, please get in touch with Membership Services using the details below. If you have individual students who would like to use the service, we recommend that they sign up for an individual account which is free and will enable them to continue their membership when they move on from your school. The individual joining form can be found here.

For further advice and information on schools membership, please call us on 01296 432339 or email us on membershipservices@calibre.org.uk.

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Empower your students to keep up with their peers and in the classroom by listening to Calibre audiobooks for pleasure and education in a format that works for them.

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Posture and handwriting tools on the B-Hive

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Posture and handwriting tools on the B-Hive

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When a baby starts reaching for their toys and begins to crawl, they are developing the postural stability and visual motor skills needed for when they start to begin to write.

Handwriting is such an important skill to have even with the ever increasing use of computers in schools. So making sure your child has the necessary building blocks in place is essential.

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When a baby starts reaching for their toys and begins to crawl, they are developing the postural stability and visual motor skills needed for when they start to begin to write. Handwriting is such an important skill to have even with the ever increasing use of computers in schools.

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Guidance on identifying and supporting children with writing difficulties

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Guidance on identifying and supporting children with writing difficulties

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Resources - Louise Selby Dyslexia Specialist

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Assistive technology can be software, hardware or devices that ensure independence and productivity for the day-to-day life of the user. This is a fast

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A web app that can be used to effectively demonstrate correct handwriting technique. With useful features such as Loop and Trace, stand back and watch the handwriting teach itself!

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Introduction to working memory and processing difficulties video

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Introduction to working memory and processing difficulties video

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Introduction to Working Memory & Processing - SEN Support Videos

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Introduction to Dysgraphia - SEN Support Videos

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Introduction to Dyspraxia - SEN Support Videos

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Introduction to Dyscalculia - SEN Support Videos

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Bromley Occupational Therapy referral form

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Bromley Occupational Therapy referral form

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Occupational Therapy Referral Form  (11)

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Introduction to sensory differences ready-made training pack (common in pupils with dyspraxia/DCD and sometimes other SpLD)

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Introduction to sensory differences ready-made training pack (common in pupils with dyspraxia/DCD and sometimes other SpLD)

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Time concepts for older children - resource - time and self-organisation

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Time concepts for older children - resource - time and self-organisation

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Time Matters is a practical resource to help children and young people learn about time. Time is usually taught through the Primary school years, teachers working in Secondary schools have been very surprised to discover these gaps in students understanding of calendar time, having assumed that these skills have been acquired at an earlier age. This practical resource: - Helps to teach the essential skills needed to carry out a range of time-related concepts e.g. telling the time on a clock. - Can be used by older children, young people and adults who have learned some of the key concepts but need more in-depth knowledge, further practice, or opportunities to practise skills in a functional way. - Includes case studies and the rationale for working on different aspects of time, teaching worksheets and also practical strategies and activities to develop life skills which affect us all e.g. making and keeping appointments, travelling, using calendars and diaries etc. - Can be used in a range of settings including: Education, Health and Social Care.

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Time Matters: A Practical Resource to Develop Time Concepts and Self-Organisation Skills in Older Children and Young People eBook : Pembery, Janet, Doran, Clare, Dutt, Sarah: Amazon.co.uk: Kindle Store

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Time Matters: A Practical Resource to Develop Time Concepts and Self-Organisation Skills in Older Children and Young People eBook : Pembery, Janet, Doran, Clare, Dutt, Sarah: Amazon.co.uk: Kindle Store

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SpLD Assessment Standards Committee (SASC)

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SpLD Assessment Standards Committee (SASC)

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Tests of Dyslexia™️ (ToD) has been approved for inclusion on the Pre-16 and Post-16 test lists. At the SASC Conference in May, an overview of ToD will be presented with some initial guidance for assessors. Further guidance will be published on this large battery of tests later this year to demonstrate how it aligns with forthcoming recommendations of the Dyslexia Delphi Study and the Dyscalculia Working Group.

7 May 2024

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The SpLD Assessment Standards Committee (SASC)

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Tests of Dyslexia™️ (ToD) has been approved for inclusion on the Pre-16 and Post-16 test lists. At the SASC Conference in May, an overview of ToD will be presented with some initial guidance for assessors.

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About Write Dance | Write Dance Training

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Fizzy programme -  for ball skills, balance, body awareness and fine motor skills.

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Fizzy programme -  for ball skills, balance, body awareness and fine motor skills.

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Fizzy Programme

The Fizzy and Clever Hands Programme has been developed by therapist in Kent Community NHS Trust.

Beginners (level 1)

Intermediate (level 2)

Advanced (level 3)

The FIZZY and Clever Hands Programmes are recommended by occupational therapy as programmes for schools to use to assist in the development of motor skills for those children who find this challenging.

It can be helpful to use this programme when you are concerned about a child's motor skills. It can help you to establish whether or not a referral to occupational therapy is required or can be used while a child is waiting to be seen by occupational therapy.

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Supporting CYP with co-ordination difficulties- resource pack

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Supporting CYP with co-ordination difficulties- resource pack

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1st Move - supporting gross and fine motor skills

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1st Move - supporting gross and fine motor skills

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Maths difficulties: dyslexia or dyscalculia?

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Maths difficulties: dyslexia or dyscalculia?

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Executive function and strategies to support

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Executive function and strategies to support

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Learn more about Executive Function here - A set of brain skills that helps children stay focused, remember things and follow instructions.

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How to help a child with dyslexia age 5-7

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How to help a child with dyslexia age 5-7

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How To Help a Child: 5-7 years

When children start school they are exposed to written text. First follow the steps from this list. Before teaching phonics, give them phonological awareness instruction.

Use CVC ​​​​​​​words, e.g. 'cat' is a CVC word because it is made up of a consonant vowel consonant

Language isn't only about what is on the written page, it is also about the spoken word. Start to introduce the letters after they have good phonological awareness. ​​​​​​​

Introduce the letters and show them how to build words

Correct sounds

and t

Don't use flash cards to try and get them to memorise the way high frequency words (Tricky Words) look. Encourage them to try and sound out as much of the word as they can.

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Learn about the development of essential phonological skills vital for children starting school.

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3min30

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It is very important to identify dyslexia as early as possible and once identified, to change the teaching approach to one that suits the needs of the individual child. If you know what to look for, then dyslexia can be identified without the need for an assessment. Look out for these signs:

A parent with dyslexia

If one parent is dyslexic, there is almost a 50% chance their child has dyslexia too. Where both parents have dyslexia, it is almost certain.

Struggles to learn letter sounds and names

Takes much longer to learn the connection between letters and sounds.

Can't sound out, or blend.

By the time they have got to the final sound, they've forgotten the ones that came before.

Tries to guess the word.

Does not know the order of the alphabet.

Continues to reverse letters after the age of 6 or after two years of handwriting instruction.

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Learn how to spot some of the signs of dyslexia in children aged 5-7 years.