Research drives our programme development, resources and campaigns, ensuring that all of our work is evidence-based.
Our position paper
Our position paper summarises the biggest risks literacy difficulties pose to both learners and wider society, helps to define what ‘literacy difficulties’ means to us, and identifies the three areas in which the education system is failing learners with literacy difficulties as:
Lack of training
Less than half of teachers report that they are confident teaching learners with literacy difficulties.
Lack of clarity
Responsibility for school provision and performance is often split across the school, governors and external stakeholders.
Lack of resources
A lack of resources means a decrease in identification, specialist support and evidence base for literacy difficulties.
Our programmes and campaigns are built around the findings from our research papers. Over the last seven years, we have taken a deep-dive into the inclusion of SEND practice in Initial Teacher Training (The Fish in the Tree, 2013), the result of educational reforms around SEND (Joining the Dots, 2015), and assumptions around SEND and ‘being disadvantaged’ (Through the Looking Glass, 2017).
We produce regular impact reports to document DYT’s achievements, and how far we’ve come to reaching our mission.
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