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Understanding Dyslexia Course

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Unless you yourself or someone close to you has dyslexia or if you teach those with the learning difficulty, it is often misunderstood and can actually go undiagnosed for some time, as it is seen as an “invisible” difficulty. The Understanding Dyslexia Course helps students to better comprehend dyslexia, as well as how it can affect a child’s self-esteem, how to identify it, and importantly it covers the many ways in which teaching can be adapted to help a dyslexic learner.

What You'll Learn from the Understanding Dyslexia Course

This course guides you through 7 comprehensive modules:

  1. What is Dyslexia and What Causes it?
  2. Common Co-occurring Other Specific Learning Difficulties
  3. The Impact of Dyslexia on a Child's Self Esteem, Life Skills Development and Academic Progress
  4. Identification Assessment and Diagnosis of Dyslexia
  5. Inclusion - What it Means and Why it's Important, and How to Adapt Teaching to a Child's Needs
  6. The Principles of Literacy Teaching and Learning
  7. Dyslexia and Developing Study Skills

Developmental Dyslexia (more commonly known as simply “Dyslexia”) is a Specific Learning Difficulty that affects the way the brain processes language, making it difficult for those affected to acquire skills in reading, writing and spelling, though it does not affect a person’s intelligence. The Understanding Dyslexia Course begins by introducing students to dyslexia, how those with the condition are affected, and the causes.

The second module discusses the term ‘Specific Learning Difficulty (SpLD)’ and how those with dyslexia are often affected by more than just the one condition. Here other SpLDs are outlined and students will learn how they can recognise and support a child with these various conditions.

The third module of the Understanding Dyslexia Course puts you in the place of a child who is struggling with dyslexia and how their self-worth can be severely affected and how the condition can bring up feelings of guilt, embarrassment, frustration, and anger, to name a but a few. As students begin to understand how a child with dyslexia may be feeling, this module also shows how to support children emotionally, with tools and techniques to increase their self-worth and regain positivity.

Module 4 is all about how to identify and diagnose dyslexia in both children and adults. This includes common behaviours that can be noted in undiagnosed children, including how they often hide symptoms, as well as various tests that can be undertaken.

Once a child has been diagnosed, module 5 of the Understanding Dyslexia Course informs students about the importance of inclusion and what this means. Also in this module Special Educational Need or Disabilities in the law are discussed, both from a parents and educational establishment’s point of view, and how the relationship between both can benefit the child.

At the point which a child is diagnosed with dyslexia and is receiving an education adapted to his or her needs, it is important for their educators (both in school and at home) to understand literacy. Module 6 talks in great depth about literacy and includes discussion on the importance of literacy, methods to teach the subject, the various parts of the subject, and includes various studies into the topic.

The final module of the course is the largest, as it teaches students how to help someone with dyslexia to develop study skills. Along with an introduction that discusses what developing study skills means for someone with the condition, this module is broken up into key areas that those with dyslexia can struggle with and shows how they can be overcome. These are Memory, Concentration, and Organisation, as well as an addition section named ‘Other Strategies that san Help’.

Who Would Benefit from the Course?

The Understanding Dyslexia Course is actually something that could benefit most people as, whether you know it or not, you probably know someone who is dyslexic and this knowledge will help you to better understand them and how they learn.

More specifically the course will benefit parents who either have a dyslexia-diagnosed child or think that they’re child may have the condition or the other SpLDs (Specific Learning Difficulty) covered in the course. Educators at all levels will also learn a lot from the course and being at the forefront of education are in the unique position to recognise symptoms and to either alter their teaching or aid children and their parents to find appropriate learning opportunities.

Similarly, anyone already working with dyslexic children, or who would like to, could gain a lot from enrolling on this course.

Frequently Asked Questions

The Understanding Dyslexia Course will take you up to 150 hours to complete working from home. There is no time limit for completing this course, it can be studied in your own time at your own pace. The course comes with a course assessment in the form of quizzes, written questions and short essays, once you have completed your course assessment please email or post it back to us for marking, you will then receive your feedback and certificates.

This course is registered with the CMA (Complementary Medical Association), which is internationally recognised as the elite force in professional, ethical complementary medicine by professional practitioners, doctors and, increasingly, by the general public. Upon completion of the course you can gain membership to the CMA, which in addition to supplying a professional accreditation, offers a number of benefits, all of which can be found here.

This course also is certified by the IANLPC (International Association of NLP & Coaching) and the IAHT (International Alliance of Holistic Therapists), both of which are internationally recognised organisations. The IAHT certify personal development, health, fitness and nutrition courses. The IANLPC is a global support network for NLP Professionals and coaches, including the fields of Life Coaching, Hypnotherapy Business Coaching, Leadership, Nutritional, CBT, Personal Development and Holistic Therapy.

Course Syllabus


Module 1: What is Dyslexia and What Causes it?

  • Common symptoms
  • First Reported Case of Developmental Dyslexia
  • Origin of Word
  • Causes of Dyslexia
  • Phonological Deficit Theory
  • Phonemes
  • Graphemes
  • Brain scan research
  • Cerebellar Impairment Theory
  • Magnocellular System Deficit Theory
  • Conclusion
  • Revision questions
  • Key Learning Points

Module 2: Common Co-occurring Other Specific Learning Difficulties

  • What is a Specific Learning Difficulty (SpLD)
  • An Invisible Difficulty
  • The Importance of a Child's sense of self-worth
  • Other SpLD conditions
  • Dysgraphia
  • Dyslexic Dysgraphia
  • Motor Dysgraphia
  • Spatial Dysgraphia
  • Common Misconceptions
  • How to Support a Child with Dysgraphia in their learning
  • Dyscalculia
  • Common Misconceptions
  • How to Support a Child with Dyscalculia in their Learning
  • Dyspraxia (Developmental Co-ordination Disorder)
  • Common Misconceptions
  • How to Support a Child with Dyspraxia in their Learning
  • Revision Questions
  • Key Learning Points
  • Understanding Dyslexia

Module 3: The Impact of Dyslexia on a Child's Self Esteem, Life Skills Development and Academic Progress

  • Carl Rogers and A Child's Two Basic Needs
  • Self-Worth
  • Self-Worth levels determined in Early Childhood
  • Self-Acualisation
  • Person-centred Approach
  • Feeings of Guilt
  • They may feel Stupid
  • Embarrassment
  • They may not "get" jokes
  • At high risk of being bullied
  • Extreme anxiety
  • Frustration and anger
  • Depression
  • They can feel misunderstood and unsupported
  • Additional Problems from Co-occurring Conditions
  • Impact on Social Skills
  • Dyslexia itself doesn't cause low Self-Worth
  • Building self-worth in the Child with Dyslexia
  • Writing a list of "I'm good at…"
  • Encourage Extra-curricular Activities
  • Positive Role-Models
  • Partnership working with Parents and School Staff
  • Every child is unique, with different ways of showing how they feel
  • Emotions Common in People with Dyslexia
  • Anxiety and panic attacks
  • How it feels
  • How to Help
  • Important Note
  • Anxiety without a Panic Attack
  • Stress
  • Symptoms of Stress
  • How to Help
  • Fatigue
  • Social Isolation and Awkwardness
  • Anger
  • Some parent have Dyslexia too
  • Supporting every Parent
  • Importance of Early Success
  • External Input to Help a Child with Dyslexia
  • Revision Questions
  • Key Learning Points

Module 4: Identification Assessment and Diagnosis of Dyslexia

  • How and Why Children Learn to Hide their Symptoms
  • Dyslexia and Challenging Behaviour
  • Dyslexia common among Prisoners
  • Behaviours and Characteristics that may indicate Dyslexia
  • Parents can help
  • Inconsistency of Symptoms
  • Dyslexia Assessments
  • Dyslexia Screener
  • Ability Tests
  • Diagnostic tests
  • Attainment tests
  • Dyslexia Screener Results
  • Dyslexia - not a classified Medical Condition
  • Dyslexia Assessments and who can carry them out
  • Private Dyslexia Assessments
  • Assessment in Adults
  • Importance of Early Intervention
  • Revision Questions
  • Key Learning Points

Module 5: Inclusion - What it Means and Why it's Important, and How to Adapt Teaching to a Child's Needs

  • What does inclusion mean?
  • Inclusion in Education
  • Types of Schools
  • Special Schools
  • Mainstream Schools
  • 15% of all children identified as having Special Needs
  • Education Health and Care Plans
  • The Importance of Inclusion
  • Lifelong Inclusion starts in Childhood
  • Getting Inclusion Right
  • Inclusion doesn't have to mean Sameness
  • Child-Centred Support
  • Inclusion and the Law
  • What is a Special Educational Need or Disability?
  • The Equality Act of 2010
  • Changes to the way things are done
  • In what circumstances do reasonable adjustments have to be made?
  • Barriers to be Overcome
  • Examples of Reasonable Adjustments for Dyslexia
  • The Children and Families Act 2014
  • Overview of the recent SEND reforms in England
  • EHC plans replacing statements
  • Gives parents and children more of a say about decisions
  • Education, Health and Social Care working together
  • 0 - 25
  • Children and Young People's Involvement
  • Inclusion and the Law
  • Barriers to Inclusion
  • Inclusion and Attitude
  • What great inclusion can look like
  • Person-Centred Approach
  • Inclusion Success
  • Working in Partnership with Parents
  • Revision Questions
  • Key Learning Points

Module 6: The Principles of Literacy Teaching and Learning

  • What is literacy?
  • Spoken Communication and the Written Word
  • Expressive and Receptive Language
  • The importance of Literacy
  • Incorporating Digital Communication within Literacy
  • Literacy Skills and Life Opportunities
  • Literacy Development in Secondary Schools
  • Teaching Literacy
  • How do you teach a child to read?
    • Whole Word Approach
    • Whole Language Approach
    • Phonics
    • Mixed Methods
  • Abbe Berthaud and the Quadrille Method
  • James McKeen Cattell
  • The 1880 Education Act
  • Whole Word Recognition
  • Teacher Training Colleges Endorsement of Whole Word Teaching
  • Dr H Russell
  • Janet and John, Peter and Jane
  • Dr Joyce Morris and the Kent Reading Study, 1959
  • Masterson, Dixon and Stuart, 2003
  • 2,000 word Memory Capacity
  • Whole Language Approach
  • Nationwide Reading failings
  • The Literacy Strategy, 1998
  • The Rose Review 2006
  • The Rose Report on Dyslexia 2009
  • Controversy
  • So What is Phonics?
  • Teaching Literacy
  • Rose Review - Phonics clearly recommended
  • De-coding and Comprehension
  • Importance of Speaking and Listening Skills
  • Reading for Pleasure
  • Literacy encompassing a wide set of skills
  • The Success of the National Literacy Strategy
  • Structured Teaching
  • Phonemes and Dyslexia
  • Literacy and Dyslexia
  • Morphemes
  • What is a Morpheme?
  • Professor Terezinha Nunes and Morpheme Research
  • Words ending in "ian" and "ion"
  • Assessing existing use of teaching Morphemes
  • Introducing Morpheme Teaching during Research Study
  • The Research Findings
  • "ian" for People, "ion" for Nouns
  • Phoneme Awareness
  • The Rose Report 2009
  • Visual Stress
  • The Future?
  • Revision Questions
  • Key Learning Points

Module 7: Dyslexia and Developing Study Skills

  • A lifelong difficulty
  • What are Study Skills?
  • Compensatory Talents
  • Learnt Passivity and other negative learning styles
  • Memory
    • Poor memory a common feature of Dyslexia
    • Memory skills can improve with practice
    • Different types of memory
    • Memory Styles and and learning styles
    • Remembering what has been said
    • How does the child remember things best?
    • Check understanding regularly
    • Praise and Positive Feedback
    • Chunking
    • Repetition and Memory
    • Making connections
    • Visual Imagery
    • Context
    • Verbal Memory Tests
    • Make it fun
    • Memory Games
    • How to Play Picture Pairs
    • How to Play "Mrs Brown went on holiday…"
  • Concentration
    • Concentration improves with practice
    • Poor Self-Esteem
    • Anxiety
    • Co-occurring Conditions
    • Poor Concentration as a symptom of Dyslexia
    • Lack of Motivation
    • Overwhelming amounts of information
    • How to improve Concentration
    • Make it interesting
    • What do they like?
    • Using Joke Books
    • Being like their friends
    • Use of Newspapers
    • Motivation
    • Turn-taking
    • Story re-telling
    • Talking about words
    • Working towards comprehension
    • Feeling good about themselves
    • Helping them see what's important in texts
    • Summary Skills
    • Skim Reading
    • Re-reading
    • Syllable Tapping
    • Time and Praise
    • Relate what's been read to child's own experiences
    • Grouping different sorts of information
    • Encourage them to learn how to abbreviate
    • Note taking tips
    • Brainstorming
    • Mind Maps
    • Tiredness Breaks
    • Reading aloud
  • Organisation
    • Acceptance
    • Positive qualities
    • Different aspects to organisation
    • Physical organisation of books/homework/equipment
    • Make it non-threatening and one at a time
    • Encourage them in decisions
    • Highlighter Pens
    • Coloured Stickers
    • Ring Binders with coloured dividers
    • School Bags
    • Have they got everything they need?
    • Routines
    • Consistency to reduce distractions
    • Homework Routines
    • Understanding Change
    • General Tidiness
    • Internal organisation of thoughts and ideas
    • Time Management
    • Charts
    • Telling the Time
    • Sand-timers
    • Months and Years
    • Taking on too much
    • Learning to say "no"
  • Other Strategies that can Help
    • Multi-tasking difficulties
    • Finding their place in a book
    • Helping a child understand their own dyslexia
    • Schedule regular breaks
    • Bright lights and glare
    • Using voice recognition software
    • Text reading software
    • Spell-checker
    • Touch Typing
    • Software design tools
    • Self-advocacy skills
  • Revision Questions
  • Key Learning Points

Our courses include comprehensive support, should you require any assistance. You can contact our friendly course advisers by telephone or by email.

Contact Details

Continued Learning

All course delegates are welcome to attend our regular, ongoing learning and inspirational events. We also hold regular inspirational events in Manchester and London for all students studying any of our courses. The events are a great way to watch live demonstrations of different techniques, learn new skills, have a practice with other students and to meet your tutors. Once you've signed up for any of our courses you will receive details of our different monthly events via email. If you cannot attend our events you can watch a live streaming of the event on our tv channel.

All courses can be paid for using our secure online payment system or via paypal. 


If you would prefer to pay via bacs payment or via cheque please email us at or call us on 0800 955 6808 for more assistance.


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