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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Dyslexia resource kete

These resources promote a range of options for helping students living with dyslexia to learn in ways that work best for them. They will support dyslexic learners to be recognised and to access the curriculum through reasonable accommodations. Over time, further resources will be made available to support neurodiverse learners.

About Dyslexia – Supporting Literacy in the Classroom

This resource is for teachers, learning support coordinators, literacy leaders and school leaders in primary and secondary schools with students who show signs of dyslexia. About Dyslexia supports the teaching and learning of literacy, and provides practical, strengths-based approaches for:

  • identifying students who show signs of dyslexia
  • planning targeted teaching strategies that support literacy learning
  • building supports, accommodations, and modifications into learning programmes to reduce barriers to learning and cognitive overload
  • establishing a whole-school approach to understanding and meeting the needs of learners who may have dyslexia.

This update replaces the Ministry of Education’s 2008 About Dyslexia resource, with a greater emphasis on practical strategies and approaches for educators to respond effectively to learners with dyslexia.

All schools, Resource Teachers Literacy and Learning Support Co-coordinators (LSCs) have been sent a copy of About Dyslexia: Supporting Literacy in the Classroom to help support children and young people living with dyslexia, and ultimately lift their literacy outcomes.

Information for Parents and Whānau – Supporting a Child with Dyslexia

The pamphlet Information for Parents and Whānau – Supporting a Child with Dyslexia provides information on how parents and whānau can support their child at home and at school. It gives practical guidance for building on a learner’s strengths and confidence, who they can talk to and seek support from, and how they can take part in their child’s learning. (Currently in development, will be available later in 2020.)           

Tīpaopao: Dyslexia – Māori medium

Tīpaopao – Kauwhata Reo

The Tīpaopao brochure is an introductory resource for supporting ākonga with dyslexia in Māori medium settings. It contains key ideas and strategies (including a learning support plan) that teachers, whānau, and support personnel can use to enhance learning conditions for children who may have specific literacy needs in Māori medium. It is supported by two videos outlining effective literacy teaching and support in Māori medium kura.

All kura and kohanga reo in Māori medium settings will receive the Tīpaopao resource. This useful resource has been designed to raise awareness and understanding of tīpaopao (dyslexia) for kaiako and whānau.

Tools for identifying dyslexia

The New Zealand Dyslexia Handbook has been selected to be used as an interim tool for monitoring learners’ progress while further, more comprehensive resources to support all learners are developed. The handbook provides various assessments suitable to use in identifying dyslexic-type traits, as well as other underlying issues in literacy progress. All schools, Resource Teachers Literacy and Learning Support Co-coordinators (LSCs) have been sent a copy of the New Zealand Dyslexia Handbook.

There will be further work to develop:

  • tools to assist with the early identification of dyslexic-type traits
  • school entry assessments and learner profiles
  • resources to map progress across the curriculum.

Non-ministry resources to support students

The selection of non-ministry resources does not include programmes that require specific training to implement. The Ministry of Education does not necessarily endorse any of the resources in this list.

In the information on each of the resources below the descriptor “fit with RTI model” refers to the Response to Intervention (RTI) model from About Dyslexia: Supporting Literacy in the Classroom (page 69). The descriptor “fit with approaches” refers to the six approaches detailed in About Dyslexia.

The New Zealand Dyslexia Handbook

The New Zealand Dyslexia Handbook

  • Years 1–13 
  • Phonological awareness, literacy strategies, dyslexia specific

Audience: Teachers, parents

Description:

  • Practical, researched approaches for creating dyslexia-friendly learning environments. One example is the High Five Comprehension Strategy (pages 92-99)
  • Supports teachers to identify specific literacy needs and take a proactive approach
  • Lesson plans and printable resources
  • Assessment tasks included
  • Online videos

Fit with RTI model: Tiers 1, 2, 3

Fit with approaches:

  • Provide students with time
  • Build on strengths 
  • Provide opportunity for practice
  • Give specific feedback
  • Use a multisensory approach
  • Provide useful supports during learning activities

Dyslexia Potential

Dyslexia Potential

  • Years 3–9
  • Phonological awareness, literacy strategies, spelling, student agency strategies, dyslexia specific

Audience: Teachers

Description: 

  • 10-week learning programme, 30-45 minute lessons
  • Small group focus
  • Practical activities and lesson plans
  • Online printables and videos
  • Information and suggested activities for family and whānau

Fit with RTI model: Tiers 2, 3

Fit with approaches: 

  • Provide students with time
  • Build on strengths 
  • Provide opportunity for practice
  • Give specific feedback
  • Use a multisensory approach
  • Provide useful supports during learning activities

Early Words

Early Words

  • Year 1 (Can be used with older students where appropriate)
  • Vocabulary

Audience: Teachers, ESOL teachers, teacher aides, parents

Description: 

  • Explicit teaching of 48 high frequency words
  • Used 1–1 in daily 5 minute lessons
  • Focus is on accuracy and fluency
  • Checklists and probes to assess students’ abilities and find relevant places to start
  • Online teaching videos and printables
  • Off-site training available

Fit with RTI model: Tier 3

Fit with approaches: 

  • Provide opportunity for practice
  • Give specific feedback
  • Use a multisensory approach

Primary Phonics

Primary Phonics

  • Years 1–3 (Can be used with older students where appropriate)
  • Phonological awareness

Audience: Teachers, teacher aides

Description: 

  • Explicit teaching of phonemes, long and short vowel sounds, blending and segmenting sounds
  • Sequential small group daily lessons
  • A written script guides each lesson
  • Assessment tools included
  • All the resources for the programme are provided
  • Online videos

Fit with RTI model: Tiers 1, 2, 3

Fit with approaches: 

  • Provide opportunity for practice
  • Give specific feedback
  • Use a multisensory approach

FivePlus

FivePlus

  • Year 2–3; Older students reading below 6.5 year level
  • Vocabulary, literacy strategies

Audience: Teachers

Description: 

  • Emphasis on word level skills: decoding and encoding, phonemic awareness, phonics and fluency
  • Intensive targeted programme. 40 lessons over 8 weeks
  • Complementary to class reading programme
  • Online videos

Fit with RTI model: Tier 3

Fit with approaches: 

  • Provide opportunities for practice
  • Give specific feedback

Switch on to Spelling

Switch on to Spelling

  • Years 1–6
  • Phonological awareness, spelling

Audience: Teachers

Description:

  • Spelling programme
  • Practical strategies to support phonemic awareness and sound-letter relationships
  • Practical activities to support common conventions of written English and development of proof-reading skills
  • Professional development DVD and a CD of reproducible masters
  • Includes assessment tools to identify areas of need and next learning steps

Fit with RTI model: 1, 2, 3

Fit with approaches:

  • Provide opportunity for practice
  • Provide useful supports during learning activities

Spelling under Scrutiny

Spelling under Scrutiny

  • Years 7–13
  • Phonological awareness, spelling

Audience: Teachers

Description:

  • Spelling programme to improve the spelling skills of upper primary and secondary students
  • Initial assessment to identify gaps in spelling knowledge
  • Guidelines for instruction
  • A two-hour professional development DVD and a CD of reproducible masters

Fit with RTI model: Tiers 1, 2, 3

Fit with approaches:

  • Provide opportunity for practice
  • Provide useful supports during learning activities

Agility with sounds

Agility with sounds

  • Years 3–13
  • Phonological awareness, literacy strategies, spelling, reading comprehension

Audience: Teachers

Description:

  • Used with small groups or 1-1 intervention
  • Reading material is appropriate for older students
  • Includes books for guided reading lessons
  • Individual assessment to determine the needs of learners
  • Learners progress through levels at their own pace
  • Learning software and iPad apps for ongoing practice

Fit with RTI model: Tiers 2, 3

Fit with approaches:

  • Provide students with time
  • Build on strengths 
  • Provide opportunity for practice
  • Give specific feedback
  • Use a multisensory approach
  • Provide useful supports during learning activities

Wordchain

Wordchain

  • Years 1–13
  • Phonological awareness, spelling

Audience: Students

Description:

  • Learning software – iOS and Android
  • Tile manipulation activity to practice word construction
  • Covers initial blends, tricky consonants, word endings, vowel patterns
  • Individual learner log in. Sequential learning steps
  • 4 Levels. Self assessment for correct starting point

Fit with RTI model: Tier 3

Fit with approaches:

  • Provide opportunity for practice
  • Give specific feedback
  • Use a multisensory approach
  • Provide useful supports during learning activities

Smart Kids

Smart Kids

  • Years 1–13
  • Phonological awareness, spelling

Audience: Teachers, Learning Support workers, teacher aides

Description:

  • Range of teaching resources to support alphabet knowledge and spelling
  • Phonic magnetic letters
  • Spelling games
  • Desk top charts

Fit with RTI model: Tiers 1, 2, 3

Fit with approaches:

  • Provide opportunity for practice
  • Give specific feedback
  • Use a multisensory approach
  • Provide useful supports during learning activities

How the resources in the dyslexia kete were developed

The resources were developed in consultation with a teacher working group, which included SENCOs, teachers, dyslexia experts, and literacy experts. They align with New Zealand and international research on dyslexia.

Updated on: 25 Feb 2020




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