Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant and trainer in the field of specific learning difficulties. For many years she was a Senior Lecturer at Manchester Metropolitan University in the Centre for Inclusion and Disability Studies where she was Programme Leader for the MA in Specific Learning Difficulties and the Post Graduate Certificate in Dyscalculia. For several years she has taught courses on specific learning difficulties as part of the initial teacher training programme in addition to postgraduate awards. She has presented papers in this area at a number of international conferences and was part of the MMU research team that evaluated the Department of Education funded project 'Teaching for neurodiversity' led and co-ordinated by the British Dyslexia Association (2017). She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and Associate Member of the British Dyslexia Association (AMBDA). She was a member of the SASC/BDA working party (2019) which was set up to develop a new definition of dyscalculia and to produce guidance on identification and assessment.

Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to sixteen years. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years of experience in supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest, and her doctorate was also in this area. She is co-author of Phillips and Kelly (2022) Assessment of Learners with Dyslexic-type Difficulties, 3rd edition.

Part I: Teaching Learners With Dyslexia: Theory and Context
Chapter 1: What Is Dyslexia?
Chapter 2: The Role of Memory in Acquiring Literacy Skills
Chapter 3: Phonology, Phonological Awareness and Literacy
Chapter 4: Reading, Spelling and Dyslexia: Theory and Research
Chapter 5: Dyslexia and Learners for Whom English Is an Additional Language
Part II: Teaching Literacy to Learners With Dyslexic-Type Difficulties
Chapter 6: Strategies for Reading
Chapter 7: Strategies for Spelling
Chapter 8: Strategies for Writing
Part III: Conquering Literacy: A Multisensory Programme for Teaching Learners With Dyslexia
Chapter 9: Principles, Teaching Methods and Programme Structure
Chapter 10: Lesson Planning
Chapter 11: Alphabet Knowledge and Skills
Chapter 12: The Role of Memory in the Programme
Chapter 13: Introducing the New Teaching Point in a Lesson
Part IV: Conquering Literacy - A Multisensory Programme
Part V: The Accelerated Programme
Part VI: Downloadable Resources