Analysing & capturing
good practice
in 1:1 tutorial support
Bob Burwall & Barbara Kelly
31st May 2013
Unseen processes
Typical Needs Assessor’s
recommendations for
tutorial support
ADSHE: 7 underlying principles
for effective dyslexia support
 Multisensory
 Overlearning
 Metacognition
 Modelling &
 Relevance
 Little
& often
 Motivation
(+ Critical thinking?)
Appropriate body of knowledge
for Dyslexia Tutors
Disability & employment issues
Social & medical models of disability
Thinking, teaching & learning models, approaches &
HE curriculum process, practices, cultures &
underlying rationales
Parameters, concepts, research, assessment &
teaching methods regarding SpLD & Dyslexia + 1st
hand accounts by dyslexic adults
Appropriate body of knowledge
for Dyslexia Tutors +
The Philosophy & practice of adult/lifelong learning
Literacies, academic literacies & numeracies
Participative research & practice methodology
Models of counselling
Epistemological issues & the dominant paradigms
within disciplines
A joint
Enables both tutor &
student to unravel how
their SpLD impacts on
their past, present and
future life.
Case Studies
Chloe –
Liam –
Andrew – high functioning, typical dyslexic student
mild dyslexia, low average ability, received
support throughout school
mild dyspraxia with ADD
(identified at 8, lots of support previously) – a bit of a rebel!
Katy –
Ellie –
Rebecca –
dyslexia, mature student, widening
participation, chaotic lifestyle, poor organisation
severe dyslexia, non-traditional, very high
stress factors & emotional challenges
late identification of dyslexia, high
functioning, mature student
Read through the case study, and discuss
the following points:
How would you structure your approach in
response to a student who makes a comment like
What teaching strategies, approaches or
interventions would you adopt in order to
successfully change the student’s approach to their
Try to be explicit with concrete examples of how
you might work with the student both
developmentally and practically.
What wider philosophies underpin your teaching to
enable this student’s learning development?
Our key elements
of good practice
The teaching process needs to be collaborative,
exploratory, investigative and power sharing rather than
deficit laden & technicist.
SpLDs are a way of processing information rather than a
deficit. Tutors may need to challenge students’ preconceived notions of a medical model.
Developing students’ metacognitive awareness & critical
thinking skills leads to independent learning.
A ‘safe’ environment for students to explore, learn from
their mistakes and flourish.
Teaching of skills needs to be explicit, where skills are
reviewed, leading to a deeper reflective learning.

Analysing and Capturing Good Practice