Module 4

SETT Framework for a 2^nd class child with Dyslexia

Class: 2nd Class
Primary Area of Need: Literacy – Dyslexia

S (Student)

Alice is a pupil in 2nd Class who has a diagnosis of dyslexia. She is a happy and enthusiastic child who enjoys participating in classroom activities and particularly enjoys science and learning through games. She is confident when contributing verbally and enjoys sharing her ideas with the class.

Alice demonstrates good general knowledge and has a strong oral vocabulary. She is able to understand stories and information when they are read aloud to her and can discuss characters, events and ideas confidently. She is particularly successful when learning involves practical activities and opportunities to talk about what she has learned.

Literacy tasks can be more challenging for Alice . She finds it difficult to consistently recall letter-sound correspondences and may confuse letters or sounds when reading and spelling. She requires additional time to decode unfamiliar words and can become tired when asked to read for extended periods. Her spelling is poor and she sometimes omits sounds or reverses the order of sounds within words. Alice can become reluctant to attempt unfamiliar words independently because she is concerned about making mistakes.

Strengths:

• Strong oral language and communication skills.
• Good general knowledge and curiosity.
• Enjoys listening to stories.
• Participates enthusiastically in practical activities.
• Responds well to games and multisensory learning.
• Good recall of information presented orally.
• Enjoys science
• Positive relationships with classmates.
• Demonstrates good problem-solving skills when tasks are presented practically.

Areas requiring support:

• Phonological awareness.
• Letter-sound correspondence.
• Decoding unfamiliar words.
• Reading fluency and accuracy.
• Spelling
• Automatic recognition of high-frequency words.
• Written sentence construction.
• Confidence when approaching unfamiliar literacy tasks.
• Working memory when holding sounds in sequence.

E (Environment)

Alice works best in a structured and encouraging classroom environment. She is seated where she can easily see the teacher and the board and where distractions are limited.

A predictable classroom routine helps Alice to know what is expected of her. A visual schedule works well. New literacy activities should be introduced clearly, with the teacher modelling the task before Alice is expected to work independently.

Alice benefits from being given additional processing time and is not placed under pressure to read aloud unexpectedly. Opportunities to rehearse reading with an adult or partner before reading to a larger group can help to maintain her confidence.

T (Tasks)

Literacy tasks should be carefully structured so that Alice can practise the skills associated with dyslexia without becoming overwhelmed. Tasks should focus on explicit teaching, repetition and multisensory learning.

Reading tasks

• Provide systematic phonics instruction targeting specific areas of difficulty.
• Practise blending and segmenting regularly.
• Use decodable books containing phonics patterns that have already been taught.
• Allow Alice to preview unfamiliar vocabulary before reading.
• Re-read familiar texts to develop fluency and confidence.
• Practise a small number of high-frequency words regularly.
• Break longer reading passages into shorter sections.
• Use immersive reader for longer texts.

Writing and spelling tasks

• Provide explicit instruction in spelling patterns.
• Encourage Alice to say words slowly and identify each sound before writing.
• Provide word banks for topic vocabulary.
• Use sentence starters to support written expression.
• Allow Alice to demonstrate her knowledge orally when the learning objective is not handwriting or spelling.

SET literacy intervention

Targeted SET support could focus on:

• Phonological awareness.
• Phonics and sound-symbol correspondence.
• Blending and segmenting.
• Decoding.
• High-frequency words.
• Spelling patterns.
• Reading fluency.
• Confidence and independent reading strategies.

T (Tools)

Alice will have access to a range of tools that support literacy.

Literacy tools

• Magnetic letters for building and manipulating words.
• Personal high-frequency word cards.
• Decodable reading books.
• Personal word banks.
• Coloured markers for identifying sounds or syllables.
• Whiteboards for repeated spelling practice.
• Audiobooks
• Immersive Reader
• Text to Speech
• Speech to text for longer pieces of written work
• Phonics and Literacy apps