Pupils with dyslexia are at a disadvantage in tests, and we don’t have the resources to give them the help they need
It is Monday morning and our year 3 literacy lesson is under way. The child I’m funded to work with is using an iPad while they have a break, watching a show aimed at helping children with additional needs develop communication skills. I walk around the classroom supporting others. We’re looking at using adjectives in Roman myths. Jenny asks how to spell “tiny”; Kearon needs the spelling for “flaming” at the same moment Behnam wants “sanctimonious”.
John is struggling more than the others. Even if I write the word for him he rarely copies it correctly and his letters are back to front, upside down, and sometimes more a squiggle than anything else. Out of the corner of my eye I see him drawing a cartoon on the side of his page. I ask him to start writing. He strings a few words together, and then goes back to drawing. I don’t have any more time to support him because my 1:1 is ready to begin work.
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