4D for schools
Teaching to the 10% is when the teacher and school are aware of the learning difficulties associated with a learning difference, such as, weak short term memory, poor phonological awareness, more processing time and poor ability to sequence and organise thoughts and information, and adjusting for these in the classroom.
From data collected by Neil MacKay, dyslexia-aware schools in the UK are recording improvements in arrange of measurable indicators, including attendance, attainment (measured through data), achievement(measured through assessment for learning), student and parental confidence, not just for dyslexic students, but also for a wide range of vulnerable learners.
This data, collected from schools engaged in the UK Quality Marking initiative – which recognizes schools for the quality of their inclusive practice – shows improved attendance and punctuality once teaching styles, methods and materials are modified with a dyslexia-aware focus. This focus enables teachers to pull together a range of approaches into a coherent response, and head teachers comment that once they get it right for dyslexic students, this seems to enhance the learning of a majority of pupils in the school, with or without specific learning needs. For those with dyslexia, significant gains towards closing the learning gap have been made, with improvements recorded specifically in writing, reading, maths and science following targeted support.
Quoted from: “4D is For Dyslexia (a Guide for New Zealand Schools)”