Dyslexia Research and Practice MA
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Course Summary
This course aims to provide you with the professional attributes to make a real difference to children, young people and adults with specific learning differences (dyslexia). You will have the opportunity to develop the skills, knowledge and confidence to act as a specialist teacher and/or assessor for dyslexia in line with British Dyslexia Association (BDA) requirements.
On completion of the course, you will be eligible to apply to the British Dyslexia Association for Approved Teacher Status (ATS) / Approved Practitioner Status (APS) and Associate Member of the British Dyslexia Association (AMBDA), which is a national recognition of your status as a specialist dyslexia assessor. You can also apply for your Assessment Practicing Certificate (APC) which confirms the validity of your report for formal DSA (Disabled Student’s Allowance) funding applications.
Depending on your setting, you can work towards these qualifications at either School level or further education (FE) / higher education (HE), making it suitable for those who need the relevant qualifications to be Non-Medical Helpers in HE, plus those working in FE.
What you'llStudy
The PGCert will introduce you to the skills of informal assessment of learners and developing a bespoke programme to support them. The PGDip develops the skills necessary to assess for dyslexia. Progressing onto the MA allows you to carry out an in-depth research project on an area of interest within dyslexia.
Module content:
- Definitions, prevalence and co-occurrence of dyslexia;
- Consensus and disagreement: examining causal theories of dyslexia and expected models of typical development across the curriculum;
- Barriers to learning and inclusion;
- The principles of assessment; analysing f informal assessment of dyslexia;
- Effects of assessment, early identification and screening, models of identification, barriers to learning and inclusion.
Module aims:
Module Aims
- To identify and evaluate assessment methods for dyslexia;
- To increase confidence and competence regarding informal identification and assessment for dyslexia.
- To explore and critically evaluate causal theories of dyslexia and their impact on learning;
Module content:
- The role of a dyslexia specialist in disseminating knowledge to the wider educational setting;
- Learning environments that facilitate personalised learning within inclusive settings (dyslexia friendly);
- Dyslexia within the wider fields of Special Educational Needs & Disabilities (SEND) and Social, Emotional and Mental Health (SEMH).
- Dyslexia and the curriculum, addressing barriers to learning.
Module aims:
Module Aims
- To develop students’ confidence in producing dyslexia related learning and teaching CPD materials.
- To understand dyslexia within the wider fields of Special Educational Needs & Disabilities (SEND) and Social, Emotional and Mental Health (SEMH).
- To critically engage in the debate surrounding curriculum developments and creating inclusive classroom environments.
Module content:
- Design and teach individualised learning programmes and lesson plans using multi-sensory learning and teaching strategies;
- Literacy skills development at etymological, phonological and morphological levels, higher level reading, writing and study skills development where appropriate.
- Demonstrate an understanding of the impact of multi-sensory, metacognitive, working memory and phonological approaches to learning.
- Develop an understanding of supporting a learner with dyslexia by using metacognitive and individualised learning and teaching strategies.
- Critically reflect on the teaching practice to inform next step planning.
Module aims:
Module Aims
- Critically analyse the development of and use of structured, sequential, multi-sensory teaching programmes for dyslexic learners, making specific reference to working memory and metacognition.
- Develop student’s ability to act as ‘Specialist Teachers’, devising, delivering and evaluating a multi-sensory, structured and cumulative literacy programme, including the use of ICT, to meet the requirements of British Dyslexia Association.
- Establish a range of strategies to competently engage in an advisory capacity with students, parents, colleagues and professional agencies regarding dyslexia and the progress of the learner.
Module content:
- To critically analyse the theory and practice of using psychometric assessments to diagnose dyslexia.
- To critically evaluate the psychometric assessment of cognitive abilities and difficulties in learners with dyslexia.
- To apply the theory behind psychometric assessment of literacy skills in learners with dyslexia to the practice of developing a teaching programme and/or making requisite recommendations, including study skills and/or numeracy where appropriate.
Module aims:
- To establish the process of psychometric assessment, including selecting appropriate tests.
- To establish the relationship of theory to the psychometric assessment of cognitive abilities and difficulties of learners with dyslexia.
- To develop the ability to make recommendations for a teaching programme and/or workplace accommodations and reasonable adjustments matched to the individual needs of the learner with dyslexia
- To investigate the theory and practice of psychometric assessment for learners with dyslexia in the context of learning and teaching.
Module content:
- To understand the rationale behind the professional, formal dyslexia reporting format.
- To interpret results in light of current, academic definitions of dyslexia in order to make a diagnosis.
- To understand the legal and professional issues faced by a specialist assessor.
- To consider the ethical and practical implications of assigning labels for Specific Learning Difficulties (dyslexia).
Module aims:
- To construct two full psychometric reports, adhering to SASC official structure and guidance.
- To demonstrate consideration for legal and professional issues for a specialist assessor
- To evaluate the value of labels for Specific Learning Difficulties (Dyslexia).
Module content:
- Deepening specialist teaching skills for learners with dyslexia through the development of
individualised learning programmes and lesson plans using multi-sensory learning and teaching
strategies; - Critically reflect on the practical and theoretical principles of assessing literacy difficulties for
learners with dyslexia and additional co-occurring factors: English as an additional language
(EAL) and/ or co-occurring SpLD difficulties; - Critically reflect on social, community and cultural issues related to psychometric assessment of
literacy difficulties; - Reflecting on personal practice and disseminating knowledge to wider professionals.
Module aims:
- To complete a full diagnostic dyslexia assessment report, fully meeting SASC standards to demonstrate
competence and understanding of the assessment process. - Design, deliver and critically reflect on a sequence of 10 hours specialist dyslexia teaching to meet the
requirements of the British Dyslexia Association for AMBDA. - Design and deliver staff CPD training on inclusive, dyslexia-friendly practice, incorporating wider factors
that may impact on a dyslexic learner in the educational setting. Explicit reference to the assessment
process must be made.
Module content:
1. Exploiting previous knowledge of research methods and enquiry.
2. Creating a research plan and timeline.
3. Locating and contextualising the research within the literature.
4. Undertaking research in accordance with ethical guidelines including the submission of the Research Ethics Application Form.
5. Using an appropriate methodology.
6. Collecting evaluating and interpreting data.
7. Responding to changes in research intentions and outcomes.
8. Writing up the research.
Module aims:
1. To undertake a substantial empirical enquiry in a professional setting.
2. To critically reflect on the individual experience of carrying out research.
3. To link research to the possibilities for change in a professional context.
MA Dyslexia Research and Practice - University of Chester
This course has been structured to integrate with the work patterns of busy professionals. The teaching is concentrated into six Saturdays each year, supplemented by six online evening seminars. Teaching will comprise lectures, group sessions, workshops and tutorial support.
Teaching presentations and course materials are downloadable from the University’s Moodle site. You will be expected to independently follow up reading and commit to individual study (about 6 hours per week – though this will vary).
Taught Modules Term Dates 2024/25
Term 1 |
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Induction: Saturday 28th September 2024 |
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Session 1 |
Thursday 10th October 2024 |
17.30 – 19.30 |
Assignment Due Thursday 9th January 2024 |
Session 2 |
Saturday 12th October 2024 |
09.30 – 16.30 |
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Session 3 |
Saturday 9th November 2024 |
09.30 – 16.30 |
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Session 4 |
Tuesday 12th November 2024 |
17.30 – 19.30 |
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Session 5 |
Saturday 30th November 2024 |
09.30 – 16.30 |
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Session 6 |
Thursday 12th December 2024 |
17.30 – 19.30 |
Term 2 |
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Induction: Saturday 11th January 2025 |
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Session 1 |
Saturday 25th January 2025 |
09.30 – 16.30 |
Assignment Due Thursday 1st May 2025 |
Session 2 |
Tuesday 11th February 2025 |
17.30 – 19.30 |
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Session 3 |
Saturday 8th March 2025 |
09.30 – 16.30 |
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Session 4 |
Thursday 27th March 2025 |
17.30 – 19.30 |
Term 3 |
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Session 1 |
Saturday 14th June 2025 |
09.30 – 16.30 |
Assignment Due Thursday 11th September 2025 |
Session 2 |
Thursday 26th June 2025 |
17.30 – 19.30 |
Entry Requirements
2:2 honours degree
To apply you do not need to be a qualified teacher. You do need:
- The support of your setting
- To have been supporting/teaching for two years full time (or equivalent) by completion of the BDA accreditation awards
- To have undergone a Disclosure and Barring Service (DBS) check if appropriate
- A minimum of a 2:2 honours, where a degree is held.
- Students training to become specialist assessors are required to source their own diagnostic assessments to support their studies. Students should allow additional costs of around £2000. A full list of recommended tests will be sent out in advance of the course.
To apply you do not need to be a qualified teacher. You do need:
- The support of your setting
- To have been supporting/teaching for two years full time (or equivalent) by completion of the BDA accreditation awards
- To have undergone a Disclosure and Barring Service (DBS) check if appropriate
- A minimum of a 2:2 honours, where a degree is held.
English Language Requirements
For more information on our English Language requirements, please visit International Entry Requirements.
Fees and Funding
£8,505 for the full course (2024/25)
Guides to the fees for students who wish to commence postgraduate courses in the academic year 2024/25 are available to view on our Postgraduate Taught Programmes Fees page.
£14,750 for the full course (2024/25)
The tuition fees for international students studying Postgraduate programmes in 2024/25 are £14,750.
The University of Chester offers generous international and merit-based scholarships for postgraduate study, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter.
For more information, go to our International Fees, Scholarship and Finance section.
Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.
Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.
If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.
Course specific additional cost
Please note: For the MAs and PGDip in Dyslexia Research and Practice and Dyscalculia Research and Practice there will be an additional Professional Practice Fee of £255 charged.
Students training to become specialist assessors are required to source their own diagnostic assessments to support their studies. A full list of recommended tests will be sent out in advance of the course. There is a limited stock available for loaning under exceptional circumstances.
The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.
Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.
Your Future Career
Job Prospects
Graduates from our courses work in many different educational settings including Early Years and FE/HE. Several have successfully used the course to 'get back into teaching' in schools. Others now work in advisory capacities in Local Education Authorities or are self employed providing services to educational institutions or individuals on a private basis.
Careers service
The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.
Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.
We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.