Can Students with Dyslexia Be Effectively Supported in the Diversity of an International School Setting?
In the diversity of an international school, many children for whom dyslexia is a barrier to literacy skill development may not have formally been identified as dyslexic; however, it does not mean that their needs do not require to be met. This paper considers the elements necessary to support the learners with dyslexia. Teaching Reading Through Spelling, which is a synthetic phonics-based APSL (alphabetic, phonic, syllabic, linguistic) programme, was used, 3 x 45 minutes a week, in an international school setting. The students (N = 12) made 2.0 years spelling, and 2.8 years reading improvement in one year. In addition to selecting an appropriate teaching programme, successful additional elements were found to be careful planning for both short and long term, effective communication and involvement of all participants.
