Blog
Thoughts on literacy, dyslexia and supporting young people, from the Wolds.
· Research
More than a million young people aged 16 to 24 in England were not in education, employment or training at the start of this year, and a new British Dyslexia Association report asks how many of them are dyslexic.
· News
The proposed SEND reforms have generated plenty of discussion, but one important question has received far less attention than it deserves: where do specific learning difficulties actually fit in the new framework?
· News
The British Dyslexia Association has published a new analysis of Department for Education data, and its title says it all: GCSE attainment: A decade without progress.
· Research
A major study from Durham University and the University of Oxford looked at over 540,000 Year 6 pupils across 14,800 schools in England and asked a simple question: which children get identified with a specific learning difficulty, and which get missed?
· News
A new report from the British Dyslexia Association found that although around 900,000 schoolchildren in England have dyslexia, fewer than 2% of local authorities could say how many dyslexic children live in their area.
· News
Schools Week has reported on an interim study by the National Foundation for Educational Research into how pupils with special educational needs and disabilities are spread across England's schools. The short version: very unevenly, and the gap is growing.
Research · Worth reading
The 2024 Delphi definition was a real step forward in how we talk about dyslexia, and this commentary reflects honestly on what it gets right, and what still needs work, from prevalence rates to how schools should put it into practice. Our understanding of dyslexia is still evolving, and staying current with the research shapes how I assess and teach.
Read the paperScience · Worth reading
An accessible read on why there is no single 'cause' of dyslexia. Genetics, brain development, sound processing and environment all interact, and research suggests there may even be distinct subtypes. This is exactly why I take a holistic view of every child: no two dyslexic learners are the same, and the right support should reflect that.
Read the article