Rose Review                         

Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties
Sir Jim Rose CBE
June 2009


In May 2008 The Secretary of State for Education asked Sir Jim Rose to carry out a review of dyslexia.

“We have been asked, in the light of evidence, to make recommendations
on the identification and teaching of children with dyslexia, and on how best to take
forward the commitment in the Children’s Plan to establish a pilot scheme in which
children with dyslexia will receive Reading Recovery support or one-to-one tuition
from specialist dyslexia teachers.”

Following a call for views, where 863 responses were received, including parents or carers of children with dyslexia, an expert advisory group was set up including psychologists and teachers to help pull this report together.

Definition of Dyslexia

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

   - Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.
   - Dyslexia occurs across the range of intellectual abilities.
   - It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
   - Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.
   - A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.

The Main findings were as follows:

1.    Early identification
2.    Effective teaching of reading
3.    Effective interventions for children with literacy or dyslexic difficulties
4.    Implications for teacher training and professional development
5.    Core skills for teachers in all schools
6.    Developing advanced skills in addressing literacy and dyslexic difficulties
7.    Developing specialist skills in addressing literacy and dyslexic difficulties
8.    What are parents looking for schools to do?
9.    Assuring the quality of provision
10.  The importance of schools and parents working together


1.    Strengthening teaching and learning
2.    Assessing children’s progress and identifying children’s difficulties
3.    Further strengthening intervention programmes
4.    Guidance for parents and others
5.    Assuring the quality of provision

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