The Wellington Square website is designed for use alongside the book components of the Wellington Square Reading Scheme. This scheme provides interesting and lively stories for lower ability readers.
The website is easy to navigate and contains a range of activities to support the teaching of reading skills to pupils with Additional Support Needs.
After logging onto the website, pupils are able to enter the Character pages. The character pages follow the same format and are all updated over the course of a term. Each character area contains an introduction, game, quiz, character information, character facts and character questions. A coloured logo on each web page specifies the reading level for that page. Vocabulary from that level’s word wall is included in the text and there are links to some of the books the pupils may have read.
Pupils must read each character’s area before attempting the quiz section, as all questions are related to the character information and character facts. The website also has ‘Ask a Question’ which pupils can address to a character and receive a reply on the website the following day.
These resources could be used in a variety of settings – whole class teaching, group work or independently. Worth a look!
Myth: Dyslexia does not exist.
Fact: Dyslexia is one of the most researched and documented conditions that affect children. Over 30 years of independent, scientific, replicated, published research exists on dyslexia.
Myth: Dyslexia is a “catch all” term.
Fact: That was true back in the 1960’s and 1970’s before the research existed. Here is Scotland we have a research-based definition of dyslexia, as follows:
Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which does not respond well to conventional teaching techniques. These difficulties often do not reflect an individual’s cognitive ability and are often not typical of performance in other areas.
The affect of dyslexia as a barrier to learning varies in degree according to the learning environment and the demands of the curriculum as there are associated difficulties such as:
- auditory and /or visual processing of language-based information
- phonological awareness
- oral language skills and reading fluency
- short-term and working memory
- sequencing and directionality
- number skills
- organisational ability
Motor skills and co-ordination are often affected.
Dyslexia exists in all cultures and across the range of abilities and socio-economic backgrounds. It is neurological in origin; a hereditary, life-long condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement.