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P. 1The Rose Review 2009The Rose Review 2009Ratings: (0)|Views: 95|Likes: 0Published by Matt GrantUK government document looking at the identification and teaching of students with dyslexia-type difficulties.UK government document looking at the identification and teaching of students with dyslexia-type difficulties.More info:Categories:Types, Government & PoliticsPublished by: Matt Grant on Nov 14, 2012Copyright:Attribution Non-commercialAvailability:Read on Scribd mobile: iPhone, iPad and Android.download as PDF, TXT or read online from ScribdFlag for inappropriate content|Add to collectionSee moreSee lesshttps://www.scribd.com/doc/113278721/The-Rose-Review-200901/06/2015pdftextoriginal Identifying
Teaching Childrenand
Dyslexiaand Literacy Difculties
An independent report from Sir Jim Rose to theSecretary of State for Children, Schools and FamiliesJune 2009
Throughout this report, references to children should be read as including youngpeople of school age.
Teaching Children and
Dyslexia and Literacy Difculties
Letter to the Secretaryof State from Sir Jim Rose
Dear Secretary of StateThis is the review of dyslexia which you invited me to undertake inMay 2008. The remit for the review, on which a call for evidencewas launched on 14 July 2008
, is set out below. The call forevidence resulted in 863 responses
, which when added to ourreviews of research literature, wide consultation and school visits,provided a considerable database for this report.The Children’s Plan
made it clear that the Government wants everychild to succeed, and it hardly needs to be said that the ability toread well is key to success in education and an essential ‘life skill’.Moreover, reading and writing are closely related, and both aredependent on the development of children’s speaking and listeningcapabilities. As the review explains, responses to overcomingdyslexia and other developmental difculties of language learningand cognition must be robust and set within high quality provisionfor securing literacy for all children, especially in primary schools.It is important to develop high quality interventions for childrenwith literacy and dyslexic difculties and to implement themthoroughly. This will require well trained, knowledgeable teachersand support staff. It is therefore recommended that theDepartment for Children, Schools and Families (DCSF) should
Weblink to DCSF Press Notice announcing call for evidencewww.dcsf.gov.uk/pns/DisplayPN.cgi?pn_id=2008_0148
659 responses were from parents or carers of children withdyslexia. A further 75 were from children and adults withdyslexia, and 129 were from teachers, researchers ororganisations tackling dyslexia and/or literacy difculties.
DCSF (2007).
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