Ridehalgh (1999) examined the results from teachers who had undertaken dyslexia training courses for a number of factors such as length of remediation, frequency of sessions and size of tutorial groups with dyslexic subjects taught by three different schemes: (1) Alpha to Omega (Hornsby and Shear, 1985), (2) Dyslexia Institute Language Programme (DILP/Hickey, 1983), and (3) Spelling Made Easy (SME, Brand, 1993). She found that when all the factors were held constant the only programme in which the dyslexics gained significantly in skills above their increasing age was Alpha to Omega.

However, in a follow up, Ridehalgh (1999) found that the users of the Hickey programme in her sample had found it more convenient to leave out the spelling pack work and the dictations! The data also showed that in paired tuition the dyslexics made greater gains than when working alone with the teacher. This is an important consideration in terms of the dyslexics’ progress and of economics in schools. All the four tutors in the 1997 TRTS study (Table 1) worked with matched pairs of pupils.

Webb (2000) found that she had to cut out the dictations and some of the spelling-pack work because the timetabled lessons were too short. As can be seen in the Tables this has had an effect on the spelling results. Webb also found that in using SME (Table 2) the pupils were not making progress unless she introduced the articulatory training from TRTS to link the sound and symbol. This accounts for the better SME results than for Ridehalgh’s groups.

In Gabor’s (2007) study, at an international school the high progress dyslexics had supportive backgrounds and were encouraged at home to do the homework.

Pawley’s (2007) study took place with 10 pupils placed in a special school for Emotional and Behavioural Difficulties (EBD). Before and after the programme the incidence of behavioural problems were recorded on the Conner’s Comprehensive Rating Scale for EBD (2008) and it was found that there had been a 30.7% decrease in unwanted behaviours with all pupils’ behaviour improving to a significant degree except one who was in the middle of a family crisis. The behaviour problems decreased as the literacy skills improved. Halonen and Aurola et al (2006) also established a significant correlation between reading difficulties and EBD.

These data lend support to the case observations that many pupils develop EBD as a result of their literacy problems (Edwards, 1994; Kutscher, 2005, Montgomery, 1995;). In addition, research by the BDA (Singleton, 2006) showed that 52% of young juvenile offenders were dyslexic and the Dyslexia Institute (2005) reported that the incidence in the prison population was three to four times that in the general population.

Dyslexia is thus a very serious problem for society as a whole if so many turn to crime. Being bright and unsuccessful in school can easily lead to alienation and even rage (Miles, 1999). Thus dyslexics may have to find other ways of being successful and using their gifts. This may mean turning to crime or becoming an independent entrepreneur. 30 per cent of highly successful entrepreneurs reported they were dyslexic (CBI, 2000). Poor outcomes can be offset by identification and recognition for other strengths (Edwards, 1994) even if dyslexia is unremediated.

The National Literacy Strategy (1998) has now been abandoned and teachers are to be allowed to develop their own schemes again. Wraith (2005) examined the spelling skills of pupils in Year 5 in a C of E State school using the NLS and in an independent school with teachers using their own methods. Both schools focused heavily on the teaching of reading. Her results showed that the NLS was no more effective than the teachers’ own methods. The spelling progress in the State school A was 1.12 years per year (1 teacher, N=27 pupils) and in the independent school it was 1.12 years per year (3 teachers, N=37). With such a small ratio of teachers to pupils it is surprising the results were not better, perhaps they should have followed the NLS.