Taught course

Working with Children with Literacy Difficulties - Education

Oxford Brookes University · School of Education

Entry requirements

A degree in a relevant subject area and experience of working with children with literacy difficulties. For the associated AMBDA award (Associate Membership of the British Dyslexia Association), Qualified Teacher Status is also needed.

Months of entry


Course content

This course is designed for experienced teachers and graduate teaching assistants working with children and young people with literacy difficulties and is organised by Oxford Brookes in partnership with Oxfordshire Local Authority.

The course meets the criteria for the taught elements of Associate Membership to the British Dyslexia Association (AMBDA). To apply for full AMBDA status you will need to do an additional observed and mentored practice with a qualified AMBDA practitioner. This can be organised through the course.

This is a three-module course leading to the award of Postgraduate Certificate in Education: Literacy Difficulties.

The modules are:

  • Alternative Perspectives on Literacy Difficulties
  • Literacy Difficulties - Assessment and Intervention
  • Managing Literacy Difficulties in School.

Alternative Perspectives on Literacy Difficulties includes:

  • an overview of normal literacy processes - literacy and self esteem
  • debates on the terminology and aetiology of literacy difficulties
  • the historical and policy frameworks for supporting children with literacy difficulties
  • reviewing the research on alternative explanations of literacy difficulties
  • dyslexia, dyspraxia, attention deficit disorder and related difficulties.

Literacy Difficulties - Assessment and Intervention includes:

  • the phonics debate: what emphasis and which model (synthetic or analytic phonics)?
  • assessing literacy difficulties - reviewing a range of assessment techniques
  • interpreting evidence from specialist reports
  • teaching interventions: multi-sensory / precision teaching / phonological approaches / meta-cognitive approaches such as Reading Recovery, counselling support
  • maximising educational access - when to support and when to go around difficulties
  • developing organisational and thinking skills
  • shared workshops on case study material.

Managing Literacy Difficulties in School includes:

  • whole-school policies, such as creating a dyslexia friendly school
  • talking with parents about their children’s literacy difficulties
  • acting as advocate for children with literacy difficulties (case building and report writing)
  • working with external agencies on children with literacy difficulties
  • creating a resource base to support good provision for children with literacy difficulties
  • working with / training teaching assistants to support children with reading difficulties
  • preparing pupils for formal examination procedures (eg amanuensis).

As our courses are reviewed regularly, course content may change from the details given here.

Information for international students

This course is not available to students classed as International for fees purposes.

Qualification, course duration and attendance options

  • PGCert
    part time
    12 months
    • Campus-based learningis available for this qualification

Course contact details

Programme Administrator
+44 (0)1865 488570