ABSTRACT
Different perspectives held by researchers and practitioners need to be reconciled and converted into practice to satisfy the demands of legislation, policy-makers, school management, teachers, psychologists, parents and, above all, to support all pupils to engage in learning within educational settings and outside. Pupils, however, must first be assessed in ways that determine the nature of the difficulties they face in literacy development. Then there must be an equitable use of resources and consideration of what might constitute appropriate responses to meet the needs of dyslexic children at the level of the school and the classroom. Above all, it is extremely important to consider the social and emotional development of the child, and particularly the emotional consequences of being diagnosed as dyslexic.
