The Dyslexia Action Literacy Programme
THE DYSLEXIA ACTION LITERACY PROGRAMME:
Supporting Information on the DALP Training Course
1. What are the main differences between DILP and DALP?
 DALP features a placement process to tailor the delivery of learning points in a
more targeted way.
 DALP features different strands of learning points in order to reflect the multidimensional aspect of literacy development. There is a Phonemic strand (this
is the most similar in appearance to DILP) but other strands cover learning
points in Punctuation and Syntax and Suffixing, for example.
 There are differences in the order of introduction of the phonemes.
 The ‘discovery’ element of DILP is taken further in DALP and applied to all of
the learning points within the literacy programme.
 Each non-phonemic learning point comes with an example script for delivery
and printable resources. This saves the practitioner valuable time and ensures
that the resources used are tailor-made for the task in hand.
 Focal areas of difficulty (e.g. application of suffixes, decoding of polysyllabic
words, syntax etc.) can be focused upon for learners in a way that was not
previously possible. This means that the product can be used with a wider
range of learners.
 The evidence/research base on which the programme is founded is clearly
indicated.
2. Am I able to access the DALP teaching programme and materials via the
course, or are they purchased separately?
Yes the DALP manuals are part of the online course, but their release is staggered
across the training courses. The manuals cannot currently be purchased
separately.
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The Dyslexia Action Literacy Programme
3. What is the content of each of the courses in the DALP Online suite?
The first (introductory level) course ‘Specialist User: Introduction to the Dyslexia
Action Literacy Programme and its Placement Process (DALP0115)’ considers the
Phonemic Strand of DALP – this is the strand that most resembles DILP. The
manual for the phonemic strand is a structured set of teaching points and
associated information that concern phoneme-to-grapheme and grapheme-tophoneme links. The Phonemic Strand manual roughly equates to DILP Teaching
Points 1 – 50). The Main Manual is also given in the introductory course as it
contains information about planning lesson with a phonemic emphasis and about
the placement process.
In the second (intermediate level) training course ‘Specialist User: Tailoring
Specialist Provision Using the Dyslexia Action Literacy Programme’s Nonphonemic Strands (DALP0215)’ the non-phonemic learning point manuals are
available for download. As follows:
 Phonological Awareness Strand
 Coding Subskills Strand
 Punctuation and Syntax Strand
 Suffixing Strand (Part One)
 Coding Attack Pattern Strand
In the third (advanced level) training course the Suffixing Strand (Part Two)
manual is released along with an Etymological Strand and the Phonemic Strand
(Part Two – this roughly equates to DILP TP 50 onwards). Further details will
follow in Spring 2016.
4. Can you tell me a little more about the content of each of the nonphonemic strands of DALP as this is new to me?
Each of the strand manuals contains a comprehensive set of teaching resources
(worksheets, cards etc.) and includes procedures for enhancing metalinguistic
awareness and encouraging the use of prediction from prior knowledge.
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 Phonological Awareness Strand – this provides a structured approach to
skills that underpin early reading development in young readers. Topics
include syllable and rhyme awareness, splitting words into different sublexical units and transposing phonemes. Each learning point has a
suggested approach to delivering it and most of the necessary resources
are provided for printing off.
 Coding Subskills Strand - this provides a structured approach to skills that
underlie the decoding and spelling of monosyllabic and polysyllabic words.
There is a focus on the long and short vowel sounds and knowledge of
syllable structure.
 Punctuation and Syntax Strand – this provides a structured introduction to
key areas of punctuation and syntax. Topics include use of capital letters,
full stops, apostrophes etc. as well as practical introductions to word
classes (‘noun’, ‘verb’, ‘adjective’ and ‘adverbs of manner’).
 Suffixing Strand (Part One) - this provides a structured approach to
suffixing that links to work in both the Phonemic and the Punctuation and
Syntax Strand. It provides a wide range of conceptual and spelling support
(e.g. the addition of {-s} for plurals, the schwa, comparative and
superlative adjectives etc. ).
 Coding Attack Pattern Strand – provides a structured approach to word
attack skills for polysyllabic words. It supports both the reading and
spelling of polysyllabic words. Work ranges from CVC/CVC words like
‘laptop’ to words with syllable splits between words (e.g. ‘studi/o’,
‘quadrivium’). It links to work done on the Coding Subskills Strand and the
Suffixing Strand (Part One).
5. Could I please have some more information about the duration of the
course and the type of study that it will entail?
Courses run in September, January, March and May run over a period of six
weeks. Courses run in July and November usually last for eight weeks to take the
holiday period into account. The courses are essentially continuing professional
development opportunities for the participants. Guidance and activities are
provided to assist participants in an active exploration of the flexible nature of
DALP. We strongly recommend that you participate in all the activities set and
consider all the guidance given, but you are not tested on the course content and
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do not have to hand in an assignment for tutor marking. This means that much of
the very detailed study of the manuals can be done in your own time – but you
must make sure that you download the manuals during the run of the course as
access to the current edition of the manuals ends on the last day of the course.
6. Do I have to hand in an assignment at the end of the course?
There is no assignment to be completed. The coursework is the consideration of
the course content and your active participation in the activities and discussions,
in tandem with your own consideration of the DALP manuals. However, a
reflective evaluation must be completed and submitted at the end of the course if
the participant wishes to receive a Certificate of Attendance.
7. I qualified as a DILP Practitioner many years ago in the 1990’s. Am I
eligible to sign up?
Yes, we welcome practitioners who have trained on DILP however long ago as
long as you have studied and successfully completed a teaching module using
DILP with Dyslexia Action (or previously with The Dyslexia Institute) as part of a
Postgraduate Certificate in Dyslexia.
8. Are there any associated materials such as the Core Materials product, or
a structured reading scheme, workbooks, photocopiable resources etc.?
Apart from the wide range of printable materials that come with the nonphonemic strand manuals that can be downloaded during the course, the
following should be noted:
 A new Core Materials product will be available late in 2015/early 2016,
containing in-structure sentences and associated inferential questions and
tasks.
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 A book of teaching activities that link to DALP and contain step-by-step
instructions and resources will be available late in 2015/early 2016.
 Other associated resources are in the planning stage.
9. How will doing the DALP courses develop my professional practice?
 Doing the DALP courses will give you an up-to-date take on literacy-related
difficulties at the beginning of the 21st century.
 It provides a structured CPD resource as it has been developed to explicitly
demonstrate the structure of different aspects of literacy development.
 The ‘scripts’ that feature in most of the non-phonemic learning points can be
used and adapted by practitioners as part of a reflective examination of how
to teach using a dialogic or discovery method. This method is generally more
effective with learners with dyslexia, as it structures understanding rather
than loading on working memory via the need for the retention of facts in
isolation.
Dyslexia Action
Training and Professional Development
June 2015
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