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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Specific Learning Difficulties: Dyslexia (SpLD1) (EDUA11235)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course is designed for all teachers and professionals who support children in their learning. It will provide opportunities for participants to critically explore theoretical aspects of dyslexia and examine and analyse recent research in this area. The course seeks to broaden awareness of perspectives thus enabling professionals to identify and support young people with this specific learning difficulty through examination of the curriculum and consideration of more flexible curricular arrangements.
Course description Not entered
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. critically review recent research in the area of specific learning difficulties.¿
  2. show a critical understanding of the principal theories, concepts and principles in relation to dyslexia
  3. be able to identify dyslexic pupils and have a critical awareness of theoretical and practical aspects of assessment.¿
  4. be familiar with specific teaching and learning approaches which can facilitate access to the curriculum for these learners.
Reading List
Ashton, C (2001) Assessment and support in secondary schools - An educational psychologist's view in L. Peer & G. Reid, Dyslexia -Successful inclusion in the secondary school, London: David Fulton

Burden, R. (2008) Is Dyslexia Necessarily Associated with Negative Feelings of Self-worth? A Review and Implications for Future Research, Dyslexia, 14, 3, 188 - 196.

Cline, T. and Frederickson, N. (1999) Identification and assessment of dyslexia in bi/multilingual children. International Journal of Bilingual Education and Bilingualism, 2,2 pp. 81- 93.

Courtney, F.N., Tomblin, J.B. and Bishop, B.V.M. (2008) Understanding developmental language disorders: from theory to practice. Brighton: Psychology Press.

Eden, G. and Flowers, L. (2008) Learning, Skill acquisition, reading and dyslexia, International Rodin Remediation Conference, Georgetown University.

EHRC: Equality Act (2010): Code of Practice: Education and Schools

Everatt, J., Weeks, S. and Brookes, P. (2008) Profiles of Strengths and Weaknesses in Dyslexia and other Learning Disabilities, Dyslexia, 14 (1) 16 - 41.

Fawcett, A. and Nicolson, R. (2008) Dyslexia and the cerebellum, in Reid, G. Fawcett, A., Morris, F. and Siegal, L. (eds) The Sage Handbook of Dyslexia, London: Sage Publications (Ch 4)

Frith, U (1999) Paradoxes in the definition of dyslexia, Dyslexia 5,192 -214

Galaburda, A M (1999) Developmental Dyslexia: A Multileval Syndrome, Dyslexia 5,183 - 191

Gallagher, A., Frith, U. and Snowling, M. (2000) precursors of literacy delay among children at genetic risk of dyslexia, Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2) 203 - 213.

Hatcher, J.(2009) Managing the needs of pupils with dyslexia in mainstream classrooms, In C. Hulme & M. Snowling, Developmental Language Learning and Cognition, Chichester: Wiley & Son.

HMIe (2008) Education for Learners with Dyslexia

Hornstra, L., Denessen, E., Bakker, J. and Voeten, M. (2010) Teacher attitudes towards dyslexia: effects on techer expectations and the academic achievement of students with dyslexia, Journal of Learning Disabilities, 43:6, 515 - 529

Hulme, C. and Snowling, M. (2009) Developmental disorders of language, learning and cognition (Chapter 4). Chichester: Wiley.

International Dyslexia Association, (2000), Just the Facts, Multisensory Teaching, Baltimore: IDA.

Kirby, A., Davis, R., Bryant, A.(2005) Do teachers know more about specific learning difficulties than general practitioners? British Journal of Special Education 32 (3) 122 - 126.

Kriss, I. and Evans, B.J.W. (2005) The Relationship between dyslexia and Mears¿Irlin Syndrome, Journal of Research in Reading, 28 (3) 350 - 364.

Macdonald, S.J. (2009) Windows of Reflection: Conceptualising Dyslexia Using the Social Model of Disability, Dyslexia 15 (4) 347-362.

Nicolson, R (2002) The Dyslexia Ecosystem, Dyslexia, 8 (2) 55-66

Nicolson, R.I., Fawcett, A.J., Brookes, R.L. and Needle, J. (2010) Procedural Learning and Dyslexia, Dyslexia 16 (3) 194-212.

Nisbet, P. D and Aitken, S. (2007) Books for All: Accessible curriculum materials for pupils with additional needs, Executive Summary Report to Scottish Executive, CALL Scotland

Norwich, B. (2009) How compatible is the recognition of dyslexia with inclusive education? in G.Reid, The Routledge Companion to Dyslexia, London: Routledge

Ott, P. (1997) How to detect and manage dyslexia, Oxford: Heinemann Chapter 2

Reid, G. (2009) Dyslexia, A Practitioner's Handbook (fourth edition), Chichester: Wiley, Chapter 4, Identifying Need.

Riddick, B., Wolfe, J. and Lumsden, D. (2002) Dyslexia A Practical Guide for Teachers and Parents, London: David Fulton

Scottish Executive, (2010), Supporting Children's Learning: Code of Practice (Revised Edition), Edinburgh: Scottish
Government (Chapters 1, 2 and 3) Supporting children's learning: code of practice

Shaywitz, S. (2003) Overcoming Dyslexia, New York: Vintage Books (Chapter 23, Accommodations)

Singleton, C (2009), Visual Stress and Dyslexia, in G.Reid, The Routledge Companion to Dyslexia, London: Routledge

Smyth, I. (2010) Dyslexia in the Digital Age: making IT work, London, New York : Continuum International Pub. Group (Chapter 2 Testing)

Stein, J. (2008) Neurobiological Basis of Dyslexia, in Reid, G., Fawcett, A, Manis, F and Siegal, L. (Eds) The Sage Handbook of Dyslexia, London: Sage Publications.

Thomson, M. (2008) Supporting Students with Dyslexia in Secondary Schools: Every Class Teacher's Guide to Removing Barriers and Raising Attainment, London: Routledge

Vellutino, F.R., Fletcher, J.M., Snowling, M.J. and Scanlon, D.M (2004) Specific Reading Disabilities (Dyslexia) What have we learned, Journal of child psychology and psychiatry 45 (1) 2-40.

West, T.G. (1997) In The Mind¿s Eye, New York: Prometheus Books.

Wolf, M. & O'Brien, B. (2001) On issues of time, fluency and intervention, in Fawcett, A (2001)(ed) Dyslexia Theory and Good Practice, London: Whurr
Additional Information
Graduate Attributes and Skills Ability to work with other professionals in a team to provide support for students with dyslexia.
Critical reading of theory, policy and research evidence.
Additional Class Delivery Information Blended learning format course over 8 sessions. Face for face sessions are on a Saturday.
Keywordsspecific learning difficulties,dyslexia
Course organiserMs Carol Graham
Course secretaryMrs Susan Scott
Tel: (0131 6)51 6573
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