The Second Edition of this bestselling book provides a structured multi-sensory programme for teaching literacy to children and young people from 5-18 with dyslexia and other specific literacy difficulties.

Supported by a wealth of resources available online and updated throughout, the new edition now includes a brand new section on Implementing the Accelerated Programme for learners who have already acquired some literacy skills. This includes:

• A placement test to indicate whether the programme is appropriate
• A diagnostic assessment procedure to determine where the learner should begin on the Accelerated Programme
• Examples of lesson plans, reading cards and spelling cards to help teachers prepare resources for their students

With tried and tested strategies and activities this book continues to provide everything you need to help improve and develop the literacy skills of learners in your setting including;

• the rationale for a structured multi-sensory approach
• the development of phonological, reading, writing and spelling skills
• working with learners who have English as an Additional Language (EAL)
• lesson structure and lesson-planning
• alphabet and dictionary skills
• memory work and study skills
• teaching the programme to groups
• ideas for working with young children.

'Teaching Literacy to Learners with Dyslexia should be available in every classroom in the country!

This new updated edition is grounded in solid research combining best practice in literacy learning with practical skills essential for competent literacy acquisition.

Kelly and Phillips have utilised their vast knowledge and unquestionable experience to provide the reader with a "ready guide" for practice. This is an essential book for all teachers and those undergoing teacher training. '

-- Dr. Gavin Reid
The book will be of interest and value to teachers working with learners aged 5-18 and supports them in providing an evidence based and comprehensive programme. With over 150 teaching points, this book is excellent value for money and would form a useful core resource for staff. -- Mary Mountstephen
Candidates on either an OCR type level Five or Level Seven programme should study this book as the mixture of practical teaching approaches, as well as study skills, are all essential competencies that need to be mastered. It also explains clearly how to teach language in a multisensory, cumulative and structured way. It contains ideas that even experienced practitioners should review constantly to make sure they are following good practice. -- Kevin Smith

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant and trainer in the field of specific learning difficulties. For many years she was a Senior Lecturer at Manchester Metropolitan University in the Centre for Inclusion and Disability Studieswhere she was Programme Leader for the MA in Specific Learning Difficulties and the Post Graduate Certificate in Dyscalculia. For several years she has taught courses on specific learning difficulties as part of the initial teacher training programme in addition to postgraduate awards. She has presented papers in this area at a number of international conferences and was part of the MMU research team that evaluated the Department of Education funded project 'Teaching for neurodiversity' led and co-ordinated by the British Dyslexia Association (2017). She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and Associate Member of the British Dyslexia Association (AMBDA). She was a member of the SASC/BDA working party (2019) which was set up to develop a new definition of dyscalculia and to produce guidance on identification and assessment. Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to sixteen years. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years of experience in supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest, and her doctorate was also in this area. She is co-author of Phillips and Kelly (2018) Assessment of Learners with Dyslexic-type Difficulties, 2nd edition and author of Kelly (2020) Identifying, Assessing and Supporting Learners with Dyscalculia. Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, Cert. TESL is an Education Consultant (for SEND) and a part-time tutor to the AMBDA course at Stanmillis University College, Belfast. She began her career as a teacher of English in secondary schools where she became interested in why some learners had severe literacy difficulties. She later joined Manchester Metropolitan University where she was a Principal Lecturer, Head of SEN, and then Head of Continuing Professional Development. At MMU she developed the first courses for specialist dyslexia teachers at both undergraduate and postgraduate levels. During that time she worked in primary, secondary and special schools both with teachers and directly with pupils. She taught on several SEND courses for teachers (particularly training SENDCos) and was the UK partner (with Italy, Belgium and Spain) developing and teaching courses on 'Inclusion and SEN' for European educationalists. She served on the Accreditation Board of the British Dyslexia Association but left when she became a specialist member of the SEND Tribunal service. She has been involved in several research projects developing teaching materials. In recent years she led the AMBDA courses for Wrexham Glyndwr University, and together with Kathleen Kelly, she co-authored Assessment of Learners with Dyslexic Type Difficulties, 2nd Edition, (2018, Sage).