The National Literacy Strategy and dyslexia: a Comparison of Teaching Methods and Materials

Combining expertise in primary and special education, the authors consider the potential of the NLS to prevent and alleviate learning difficulties of a dyslexic nature. They evaluate the usefulness of published teaching materials in terms of eight questions based on learning theory relevant to reading acquisition. They conclude that general schemes focusing on phonological development would provide an ideal basis for inclusive practices if they contained explicit guidance on ‘assessing to teach’ and the principles and practices of ‘mastery learning’, i.e. on planned repetition and revision that ensures retention of what has been learnt.