ABSTRACT
The sections below first consider interventions predominantly concerning ‘associated difficulties’ related to dyslexia, that is, interventions for: phonological difficulties; auditory perception difficulties and auditory processing difficulties; visual difficulties and visual processing difficulties; motor co-ordination difficulties; short-term verbal memory difficulties; and sequencing difficulties (relating to sequencing information and chronological events or sequenced activities). I then look at a sample of interventions focusing directly on reading, writing and spelling, although these take into account, to some extent, associated difficulties and other considerations. Other interventions are then examined: developing metacognitive awareness, and identifying and building on strengths (taking account of learning styles and preferred approaches to learning).
