Dyslexia: Leadership and Intervention will prepare you to undertake a leadership role in your setting related to literacy/SpLD based on an understanding of the Rose 2009 definition of dyslexia. This includes core features of dyslexia, dyslexia as a continuum of difficulty and co-occurring difficulties.
By developing knowledge of typical and atypical development in relation to literacy acquisition, including theories of emergent literacy in preschool children and the role of language acquisition in literacy acquisition, you will be able to embed best practice in relation to identification of dyslexia/SpLD, effective instruction and evaluation of programmes within your own setting.
Build in-depth knowledge of theories about language and reading acquisition and the impact of factors that may influence acquisition, models of reading and reading failure, including links to self-esteem/motivation and the role of the learning environment.
In-depth knowledge of dyslexia/SpLD as a type of reading difficulty and the approaches to, and management of, interventions in reading difficulties with reference to the role of instructional theory.
Be able to critically analyse models and theories about reading failure.
Share knowledge with others (for example, professional colleagues, parents) about reading acquisition and failure, including SpLD.
Evaluate suitable interventions/approaches for failing readers.
Please note: Alternative dyslexia qualifications tend to focus on teaching individuals (e.g. those offered by our partner Dyslexia Action Training). In contrast, these modules are concerned with leadership and interventions across the system – at an individual, group, school, and school-cluster level. This qualification is designed for professionals who wish to lead in the area of dyslexia.
Select your study style and dates
Online – self paced
Study at your own pace and time
Info & dates
Cohorts begin in January, May and September.
The next cohort begins on 15 September 2024. Book and enrol before 15 September 2024 to join our next cohort.
Language acquisition and its relationship with literacy acquisition. Typical and atypical development in relation to language acquisition/development, including overview of theories of language development.
Emergent literacy, focusing on the preschool years, including parental role/contribution and how literacy development can be supported in the Foundation Stage (with reference to EYFS).
Theories and models about reading acquisition and development. Neurobiological considerations. The simple view of reading and the dual role cascade route. Logographic, alphabetic and orthographic stages of reading development. The role of cognitive processes such as memory, perception, attention.
Theories and models about reading failure and individual differences in reading/literacy acquisition, including SpLD/dyslexia. Definitions of dyslexia/SpLD and theories about aetiology (for example, neuro-developmental, genetic, phonological deficit theory).
Instructional theory and how this informs views about reading acquisition and failure. Relate to contextual/classroom factors and the role of Wave 1 quality first teaching.
Motivation and self-esteem in relation to reading failure.
Screening and identification of reading difficulties. Identification of dyslexia and working effectively with parents, children and specialists.
Use and contribution of ICT.
Intervention in reading failure. Link to instructional theory. Specific approaches such as multi-sensory teaching, direct instruction. Whole school interventions and prevention of dyslexic type difficulties. The evidence base for interventions and prevention approaches.
Leadership in the area of dyslexia/reading difficulties, including designing Service Level Agreements for contractors or job descriptions for specialist dyslexia professionals. The role of the dyslexia specialist teacher, including knowledge of qualifications linked to this role. Managing, supporting and evaluating the impact of specialist input.
This module will benefit you and your setting in a wide variety of ways. Over the duration of the course, you will:
Learn how to lead and make effective interventions to support learners with dyslexia in your setting.
Be fully up-to-date in your knowledge on the latest thinking and interventions surrounding dyslexia.
Broaden your professional practice to include the management of whole-school interventions and staff who teach dyslexic individuals.
Attain 30 Masters level (Level 7) credits which you can put towards a PGCert, PGDip or Master of Education on any of our Masters programmes
Detailed content breakdown
Strand one: Leading strategic consultations with colleagues on literacy development
Develop an approach to enable you to lead colleague consultations on the literacy development of a number of learners.
Familiarise yourself with the current models and theories of literacy development and incorporate this knowledge in strategic consultations in your leadership role.
Create a literacy consultation framework as a basis for your discussions with colleagues.
Create a literacy profile to outline the skills that you have acquired and the next steps for each learner.
Strand two: Managing information for colleagues on literacy difficulties and dyslexia
Critically examine the information available in your setting that is intended to help your colleagues understand and identify literacy difficulties and dyslexia.
Review the current theories, definitions and debates surrounding reading acquisition difficulties and dyslexia.
Use this information to develop the existing information, or create new sources of information that take the needs of those with literacy difficulties and dyslexia into account.
Strand three: Supporting learners – creating a dyslexia-friendly environment
Develop your knowledge of what constitutes effective support for learners with literacy difficulties/dyslexia.
Familiarise yourself with the features of effective literacy interventions in theory and practice.
Put together an overview presentation that highlights the dyslexia-friendly practice in your setting.
Build on your presentation by providing your colleagues with information on the best dyslexia-friendly practice and provision in your setting.
Strand four: Supporting learners – critiquing a literacy intervention
Practice-based activities will support you in critiquing a literacy intervention currently used in your setting.
Become familiar with the features of effective literacy interventions in theory and in practice.
Evaluate a literacy intervention currently in place, in light of the information that you have gathered about literacy development, literacy difficulties, and effective intervention.
How is the module delivered?
Our courses are delivered through Campus Online, our unique provision for online learning.
Campus Online allows you to study at your own pace, without the need to travel, or commit to particular dates or times. Log in to access your study materials, contact your personal tutor for support, connect and network with other delegates and make use of the extensive resource library.
You can easily track your progress throughout the course and submit your work and evidence of assignments for feedback.
How will you be assessed?
Your assessments will consist of the following:
Self evaluation questionnaires for you to check your knowledge and understanding throughout the module
Three assessed tasks:
Task (2,000 words): A critical comparison of two identified learners in relation to the impact of factors influencing typical acquisition of language and literacy
A PowerPoint presentation (slides and notes – equivalent to 2,000 words or 15 minutes) entitled: ‘What is dyslexia, how to create a dyslexia-friendly learning environment to facilitate the differences and strengths of dyslexic learners as well as support the challenges of dyslexia’ The presentation should be aimed at professional colleagues, and the learning environment element may reflect a chosen phase or stage of education (Primary Key Stages 1 and 2, Secondary Key Stages 3 and 4 or post16/adult).
Task (2,000 words): A critique of a selected literacy intervention, using a donated pro forma that highlights interrogation of the evidence base, programme design and instructional theory.
Where indicated by your tutor, you may submit those multimedia resources that you have produced within your applied practice as part of your final portfolio of evidence.
Are you eligible?
You must hold an undergraduate degree.
You will need to be working in an educational setting for this module. If you aren’t currently working in an educational setting you will need written permission from a senior member of staff to regularly access a setting.
Are you based in an international setting?
This course is available online and can, therefore, be completed anywhere in the world. Please click here for advice on payment options and other information relevant to those studying outside of the UK.
Choose a start date that suits you
Cohorts begin in January, May and September.
The next cohort begins on 15 September 2024. Book and enrol before 15 September 2024 to join our next cohort.
How much does the course cost?
We offer a flexible range of fees to suit your finances:
A one-off payment of £1,495 + VAT
Three instalments of £523 + VAT
Ten instalments of £162 + VAT
For further information please visit the payment FAQ page found here.
We do understand, however, that circumstances can arise that could prevent the course being completed in this time period. If this is the case, an extension can be arranged in conjunction with the admin team and your tutor.
Success stories
Patricia HendersonPatricia is a Learning Support Teacher at a secondary international school in Malaysia. Patricia studied Dyslexia: Leadership and Intervention as part of her Masters in SEND with Real Training and shared that all courses met, if not exceeded her expectations…Maria PantouliaMaria is an Academic Support Assistant at an international secondary school in Luxembourg. By studying Dyslexia: Leadership and Intervention, Maria now better understands the needs of dyslexic learners and feels more confident about supporting their learning…
“Really enjoyed the practical and flexible nature of this course. I found all the tasks useful and well sequenced. It was great having access to the library.”
Claudia Campbell-Pegg
Module leader
Dr. Julie Cozens Module Lead Educational Psychologist
Julie is an educational psychologist and a qualified teacher specialising in literacy and interventions for dyslexia.
She has delivered dyslexia training to teachers and trainee EPs at Exeter University and has made key contributions to the development of dyslexia policy and practice in a number of local authorities.
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