This is my dilemma: I have a 7 year old child in my class who was late to speak (3 and a half) and had impoverished language input; parents mixing up languages, and moving around a lot in the world. Our goal is to teach her to read. All efforts so far have proven utterly fruitless despite the concerted efforts of 4 teachers before myself. This girl is very cooperative and wants to learn and is very frustrated. The diagnosis by a child psychologist is that she has good peripheral hearing but that she has a congnitive disorder in processing the phonemes she is reading and correlating them with graphemes. Apparently certain sounds present more problems than others and the noisier the room is, the more she struggles. In the meantime, she is also very self-conscious about learning to read and has developed a defeatist attitude towards it. We have a department in the school which does pull-out interventions, which will also support me as much as it can in this task, but I would also like to design some class-based interventions which my TA can do with her on a 1-1 basis. According to the diagnosis, she has poor reading skills and poor overall language skills and would benefit from visual (such as using colours) and tactile tasks (such as pronouncing words by breathing onto her hand to feel if a phoneme is voiced or voiceless). These non-aural activities would apparently enable her to develop her language skills and her reading skills. I wanted to ask you if you know of any schemes of work focussing on these non-aural activities which I could refer to online to give me some ideas of what kind of activities I can prepare for my TA to do with her. The more I google this, the more I am asking myself if I can just use activities which are designed for dyslexic children, as they struggle in similar areas. I would be most grateful for any advice before I begin the daunting task more experienced others have failed at before me. I hope I can contribute to changing this. Thankyou for your time.