Literacy is the ability to read, write, speak and listen. A literacy difficulty can refer to difficulties in any of these areas. When children, young people and adults have persistent and severe difficulty developing fluent reading and spelling skills, despite appropriate learning opportunities, this can be due to dyslexia, which can be assessed over a period of time, by observation and assessment.
Dyslexia can occur among people of all levels of ability and from all linguistic backgrounds. It is a hereditary, life-long, neuro-developmental condition. The consequences vary from learner to learner and may range from mild to severe. Edinburgh has adopted the operational definition of dyslexia developed by the British Psychological Society:
“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the ‘word level’ and implies that the problem is severe and persistent despite appropriate learning opportunities.”
British Psychological Society 2005
What does support for pupils with dyslexia and other literacy difficulties at Portobello High School look like?
Pathway 1:
The vast majority of pupils require no additional support beyond the classroom. Teachers take the time to get to know the literacy needs of pupils and plan lessons to meet the needs of all learners in the class, including those with dyslexia and other literacy difficulties.
Teachers are provided with information on each pupil, which includes details of any additional support needs, as well as recommended support strategies. The amount of information depends on the level of support a pupil may require.
Teachers at Portobello have a good understanding of dyslexia; as well as how to support literacy difficulties and employ the strategies recommended by our SfL team and the specialist literacy and dyslexia teachers who we consult with from Edinburgh’s Additional Support for Learning (ASL) Service.
All teachers received updated ‘Literacy Difficulties and Dyslexia’ training in August 2023 and have access to ongoing training online.
We encourage all pupils with literacy difficulties to embrace technology as a way to remove barriers to learning. Teachers encourage the use of the learning functions and accessibility features in the pupil’s school iPads in all lessons. You can find more information on how technology can be used to support learning here: https://sway.office.com/BqJobY7i3e5DyzXC?ref=Link
Pathway 2:
Pupils requiring support beyond Pathway 1 are identified during transition from P7 to S1. We also look at Scottish National Standardised Assessment (SNSA) information available for each pupil moving into S1 and carry out standardised testing at the beginning of S1 to ensure all pupils receive the support they need.
All pupils identified as having literacy difficulties, including dyslexia benefit from the following support:
- iPad induction sessions in S1.
- iPad refresher sessions for all S3-4 pupils, delivered during Key Adult time
- Digital literacy courses in S1 and S2, which focus on how the iPad can enhance and support learning.
Some pupils may also require the following interventions:
- Freshstart: 3-5 hours weekly of intervention for S1 and 2 pupils to secure fluency with reading.
- Supported English classes in S1 and S2: Offered by our English department for pupils with significant literacy difficulties.
- National 4 level English class: Available in S3, S4 and S5 for pupils with significant literacy difficulties.
- Subject specialist Pupil Support Assistants: Working in each curriculum area, can offer support to pupils with significant literacy difficulties and multiple barriers to their learning.
Assessment arrangements
When sitting tests and assessments, some pupils benefit from additional assessment arrangements such as the use of ICT – with or without spellcheck, a scribe, reader, extra time or coloured paper, for example. We try to ensure that this support is in place from S1 onwards to allow pupils to familiarise themselves with these arrangements and derive maximum benefit.
In S4, S5 and S6 pupils may be entitled to additional assessment arrangements for SQA exams and Support for Learning collates requests from teachers. More information is available on the SQA website here: Assessment arrangements guide for learners.
Pathway 3:
A small number of pupils benefit from Pathway 3 support. If Support for Learning (in conjunction with classroom teachers, parents and carers, the wider integrated support team and the young person themselves) believe that support beyond Pathways 1 and 2 are required, referrals can be made for help from partner agencies to supplement or enhance a pupil’s timetable.
The dyslexia identification and assessment process
The provision of support in any school is not dependent upon a label. All pupils with literacy difficulties will be supported by their classroom teachers (Pathway 1) and, where appropriate, through Support for Learning at Pathway 2.
However, undergoing the formal identification process of dyslexia can be extremely useful and important to the young person and their family or carers.
At Portobello High School, the SfL team is proactive in asking teachers to identify pupils who would benefit from further investigation into a suspected literacy difficulty. If you have concerns about your young person’s literacy, the recommendation from Edinburgh’s ASL Service is that families and carers should start by arranging vision and hearing tests, available free of charge from the NHS, to first rule out any potential sensory difficulties.
Families and carers can request a meeting with the Support for Learning at parents’ evenings if they wish to discuss a literacy concern.
Alternatively, requests for investigation into literacy difficulties can be made to Support for Learning by completing and returning a paper or digital copy of this Parent-Carer-Information-Form to the school office, for attention of Support for Learning.
Further information and support regarding dyslexia for young people and families
Dyslexia is a lifelong difficulty, and people with dyslexia will often have to work harder than their non-dyslexic peers where there is a high literacy demand. Appropriate support in school alongside encouragement, understanding and celebrating their strengths at home will help a young person succeed.
Some helpful resources:
https://sway.office.com/BqJobY7i3e5DyzXC?ref=Link
https://www.callscotland.org.uk/information/dyslexia/
www.dyslexiascotland.org.uk/parent