Lessons from the Dyslexia and Multilingualism Project

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