Pritchard 2004 Dyslexia

Dyslexia is recognised to affect approximately ten percent of the United Kingdom population of which 4 percent experience serve difficulties (Department for Education and Employment, 2000). It can also be noted that dyslexia can affect people of all intellectuality and from all social backgrounds, although it has been suggested that boys are more likely than girls to be affected (Pritchard, 2018). Furthermore, the purpose of this essay will be to explore how a mainstream setting can support a young learner with a suspected co-morbid dyslexic difficulty. Pritchard (2018) describes dyslexia as various reading disorders which can be related to a deficit in the ability to understand spatial relationships as well as not being able to realise how

The school follows the stages theory which is the approach by Piaget in 1977 as stated in “Understanding Child Development 0-8 Years” (Lindon 2012 p.36). Piaget proposes that all children develop in distinct stages and that their learning abilities are linear. This is true for NT learners; however, ND learners may reach their goals at contrasting times to their peers. Furthermore, the children are grouped together by age and not ability, for instance the pupils will be six years old at the beginning of year 2 and seven at the completion. The setting assesses children through goals according to the National Curriculum (Department for Education, 2013). These goals and aims are used to provide pupils with the essential knowledge they will need to become a knowledgeable member of society (DfE,

Rose (1988) would argue that this form of assessment is used to view the child’s improvements at the end of a selected piece of work. Furthermore, Standardised testing can be used to measure the young learner’s abilities. The standardised form of testing is used when comparing an individual child’s abilities in reading and spelling to other children of a similar age. Moss, et al (2016) suggest that everything can be reduced to a common outcome and standard, however this will not include the possibility for diversity in children or culture. The results are then used to support the young learner on reaching their own learning goals and outcomes, which is a formative