This chapter proposes the model of Three Educational Faces of Dyslexia based on Frith’s psychological model. Three different programmes of intervention are detailed.

Intervention begins in Reception (Logographic Face) as part of normal class work with the teacher and shows how the dyslexia problem can be relieved there so there is no unaddressed ‘catch up’ need in the later years for most cases. It also assists disadvantaged learners and has given a 30% improvement in KS1 SATs.

In the Alphabetic phase traditional anglicised specialist Gillingham and Stillman based programmes are offered and must give one year’s uplift in six months to be effective. This will still leave dyslexics with residual spelling problems, and these can be addressed by the use of Cognitive Process Strategies for Spelling (CPSS) that will also give at least two years’ uplift in each year (Orthographic Face).

Research results for these proposals are given and the background including links to the work of the original pioneers. Recent neurological research is presented to underpin the model and includes the necessary role of handwriting to support reading as well as spelling. The overall results suggested dyslexia was not a disorder but a result of a dissociation causing a delay in literacy development.