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Lessons from the Dyslexia and Multilingualism Project

Hutchings, M and Mortimore, T (2016) 'Lessons from the Dyslexia and Multilingualism Project.' In: Peer, L and Reid, G, eds. Multilingualism, literacy and dyslexia: breaking down barriers for educators. Routledge, London, pp. 124-137. ISBN 9781138898639

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Abstract

This chapter reflects on The Dyslexia and Multilingualism project (Mortimore et al, 2012), which adopted a mixed methodology approach to evaluate interventions for vulnerable learners with English as an additional language. It investigated the possibility of identifying risk of SpLD/dyslexia in children with English as an additional language (EAL), developed, selected and evaluated strategies and support materials and trained TAS and SENCos involved in SpLD/dyslexia and support for bilingual learners. The chapter explores the issues and challenges within the project together with lessons learnt from the literacy intervention programme and the experiences of children, parents and TAs. It discusses and makes recommendations for schools on assessment, intervention programmes and the value of a holistic understanding of children’s stories and of forming links between home and school to enable a ‘third space’. It shows how the quantitative element of the research affirmed the complexities and need for caution around labeling whilst confirming types of interventions to support bilingual learners. The qualitative element emphasised the voices of participants, especially children, highlighting how less measurable dimensions of learning, emotion and environment contribute to literacy development. It argues that mixed methodology research widens our understanding of what makes a difference in these rich, diverse, multilingual contexts.

Item Type: Book Chapter or Section
Keywords: Mixed methodology, Specific Learning Difficulties/dyslexia , English as an additional language (EAL), literacy interventions, bilingual children, multilingualism, teaching assistants (TAs)
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Institute for Education
Date Deposited: 07 Mar 2016 15:47
Last Modified: 07 Mar 2016 15:47
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Psychological Bulletin, 131(1), 3-29.[pdf]. ts. Stoke-on-Trent: Trentham Books. Landon, J. (2000) Inclusion and Dyslexia – The Exclusion of Bilingual learners. In Peer, L. & Reid, G. (eds) Dyslexia – Successful Inclusion in the Secondary School. London: David Fulton McKay, N. (2006). Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit. Oxford: SEN marketing Mortimore, T., Hansen, L., Hutchings, M., Northcote, A., Fernando, J., Horobin, L. Saunders, K., & Everatt, J. (2012) Dyslexia and Multilingualism: Identifying and Supporting bilingual learners who might be at risk of developing SpLD/dyslexia. www.bdadyslexia.org.uk/files/Big-Lottery-Research-Report.pdf accessed 06.06.2015
Research Dimensions: We explore the impact for researchers and practitioners of adopting a mixed methodology design to investigate the impact of a literacy intervention on children with English as an Additional Language in 55 English schools.
URI: http://researchspace.bathspa.ac.uk/id/eprint/7394
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