Following graduation from Reading University with a BA in Modern History and English Literature and later from Goldsmith's College with a Postgraduate Certificate in Education (Secondary English and drama), I taught English and drama in a comprehensive school. I then moved into special education and set up and ran the English departments at two UK secondary specialist schools for dyslexic learners, Shapwick School and Mark College, both in Somerset. I gained a part-time Masters in Education and Psychology from Cardiff University in 1998 and followed up my interest in speech and language difficulties with a Post -graduate certificate from Birmingham University in 1999.
Over the past thirty years, I have worked individually with dyslexic students of all ages, lectured internationally and provided consultancy support and in-service training on dyslexia, literacy, speech and language difficulties and learning style in a range of educational settings including schools and Higher Education Institutions. I completed my ESRC funded PHD at Cardiff University on the relationship between learning style, dyslexia and learning support at University level in 2006.
In 2002 I took on the role of Distance Learning Course Director, and revised and relaunched the Hornsby Distance Learning Courses, post-graduate training programmes to prepare professionals to work with dyslexic learners. I also lectured at Bath Spa University on Special Needs. I joined the School of Education in Southampton University in 2005 to lecture on PG MSc courses in dyslexia and on inclusion for initial teacher education and moved to Bath Spa University in 2007 where I introduced undergraduate modules on SpLD/dyslexia and developed a popular suite of Master's level modules in SpLD/dyslexia leading to a PG Dip or Master's in SpLD/dyslexia.
The second edition of my book 'Dyslexia and Learning Style: A practitioner's handbook' (2008), provided an outline of current research into both dyslexia and learning style and offers a range of practical ways of helping teachers and students to make the most of their particular learning preferences. My joint authored book, with Jane Dupree, for newly qualified teachers Dyslexia Friendly Practice in the Secondary Classroom came out in June 2008. I have also published articles and contributed chapters to edited texts on SpLD/dyslexia, social and educational inclusion, vulnerable learners, learning style, multilingualism and inclusive practice across the full range of educational institutions.
My research interests include dyslexia, inclusion, learner identity, approaches to learning and multi-lingual children with English as an Additional Language. I am a founder member of the research Centre for Inclusion and Vulnerable Learners and I am interested in a broad range of vulnerable learners at secondary and post compulsory education levels. I have wide practical experience and involvement with the development of literacy and its cognitive underpinnings in terms of sub-skills of reading and writing and the development of higher order literacy skills and teaching of secondary school English. I also continue to be fascinated by cognitive and learning style, memory, the role played by metacognition and the emotions in learning and the impact of dyslexia upon adult life.
My initial research projects focused upon the higher education sector, examining the impact of dyslexia and disability within higher education, the implications for HE students of developing a metacognitive approach to learning. In 2010, however, in partnership with Dr Kate Saunders of the British Dyslexia Association, we won substantial funding from the Big Lottery and completed in 2012 the mixed methodology project Dyslexia and Multilingualism. This explored identification and intervention practices for bilingual children with EAL who might be at risk of dyselxia. We trained and supported SENCos and Teaching assistants in the delivery and monitoring of support for these biligual learners across 55 schools in the UK and the findings of the project are informing teaching and assessment for bilingual children across the UK.
I have delivered keynote presentations and workshops internationally. These include many UK sessions and recent workshops in Malta, the Czech republic, Switzerland and across India alongside conferences in Cape Town and Johannesburg and rural and township workshops for teachers between 2004 and 2014. I have also developed a partnership with a South African school to train teachers in SpLD/dyslexia. Along with colleagues from CRIVL, I have been involved in Erasmus partnerships with European universities, hosting students and am developing further research into children with EAL who may be at risk of SpLD/Dyslexia. Existing masters and PHD students have explored the cognitive underpinnings of literacy in Arabic, the impact of the new SEN reforms, gender amongst primary school teachers, transition and dyslexia and a range of other aspects of vulnerability in learning. My current research interests include apps use for dyslexic learners and the impact of dyslexia in adult life.
- PhD Cardiff University
- MEd Cardiff
- AMBDA BDA
- P.G. Cert. Speech and Language Birmingham University.
- AMBDA, PG Cert Speech and Language (Birmingham).
- Dyslexia Action; PATOSS
- Member of advisory board for journal Teaching and Learning in Higher Education
- Member of BDA accreditation board
- Editorial board for Journal of Research in Reading
- Editorial board for Patoss Bulletin.
Other external roles
- Member of BDA Accreditation Board.
- SpLD/Dyslexia: Inclusion; Education Studies.
Research and academic outputs
Mortimore, T (2008) Dyslexia and learning style: a practitioner's handbook. 2nd ed. John Wiley & Sons, Chichester. ISBN 9780470511688
Mortimore, T and Dupree, J (2008) Dyslexia-friendly practice in the secondary classroom. Learning Matters, Exeter. ISBN 1844451283
Mortimore, T (2002) Dyslexia and learning style: a practitioner's handbook. Whurr Publishers, London, UK. ISBN 9781861563132
Hutchings, M and Mortimore, T (2016) 'Lessons from the Dyslexia and Multilingualism Project.' In: Peer, L and Reid, G, eds. Multilingualism, literacy and dyslexia: breaking down barriers for educators. Routledge, London, pp. 124-137. ISBN 9781138898639
Learning disability/dyslexia and higher education: creating an inclusive institution in higher education
Mortimore, T (2013) 'Learning disability/dyslexia and higher education: creating an inclusive institution in higher education.' In: Smith, L.R, ed. Higher education: recent trends, emerging issues and future outlook. Education in a competitive and globalizing world . Nova, New York. ISBN 9781626188341
Mortimore, T (2012) 'Social and educational inclusion.' In: Ward, S, ed. A student's guide to education studies. 3rd Ed. Routledge, Abingdon. ISBN 9780415809672
Mortimore, T (2012) 'The big lottery: dyslexia and multilingualism project.' In: Stein, J and Saunders, K, eds. The dyslexia handbook 2012 : a compendium of articles and resources for dyslexic people, their families and the professionals who deal with them. British Dyslexia Association, Bracknell. ISBN 9781872653549
Identifying and supporting literacy acquisition in bilingual learners potentially at risk of SPLD dyslexia. The big lottery: dyslexia and multilingualism project
Mortimore, T (2012) 'Identifying and supporting literacy acquisition in bilingual learners potentially at risk of SPLD dyslexia. The big lottery: dyslexia and multilingualism project.' In: Everatt, J, ed. Dyslexia, languages and multilingualism. BDA.
Mortimore, T and Hutchings, M (2011) 'Managing learning: an ecological perspective on childhood.' In: Howe, A and Richards, V, eds. Bridging the transition from primary to secondary school. Routledge, London. ISBN 9780415575478
Putting style theory into practice in the UK secondary school: inclusive classrooms for vulnerable learners
Mortimore, T (2010) 'Putting style theory into practice in the UK secondary school: inclusive classrooms for vulnerable learners.' In: Rayner, S and Cools, E, eds. Style differences in cognition, learning, and management: theory, research, and practice. Routledge studies in management, organizations and society . Routledge, London, pp. 278-294. ISBN 9780415801997
Mortimore, T (2008) 'Social and educational inclusion.' In: Ward, S, ed. A student's guide to education studies. 2nd Ed. Routledge, Abingdon. ISBN 9780415465373
Mortimore, T (2000) 'Learning styles and dyslexia.' In: Smythe, I, ed. The dyslexia handbook 2000 : a compendium of articles, checklists, resources and contacts for dyslexic people, their families and teachers. British Dyslexia Association, Bracknell. ISBN 9781872653211
Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months
Curran, H, Mortimore, T and Riddell, R (2017) 'Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months.' British Journal of Special Education, 44 (1). pp. 46-64. ISSN 1467-8578
Elsayyad, H, Everatt, J, Mortimore, T and Haynes, C (2016) 'The influence of working memory on reading comprehension in vowelized versus non-vowelized Arabic.' Reading and Writing: An Interdisciplinary Journal. ISSN 0922-4777
Mortimore, T and Zsolnai, A (2015) 'Inclusive education and social competence development.' Hungarian Educational Research Journal (HERJ), 5 (1). ISSN 2064-2199
Mortimore, T (2013) 'Dyslexia in higher education: creating a fully inclusive institution.' Journal of Research in Special Educational Needs, 13 (1). pp. 38-47. ISSN 1471-3802
Hutchings, M and Mortimore, T (2013) 'Learning from each other.' Transylvanian Journal of Psychology. pp. 147-173. ISSN 2286-1386
Dyslexia and multilingualism identification and intervention: insights into identifying risk of SpLD/dyslexia in children with English as an additional language
Mortimore, T and Hansen, L (2012) 'Dyslexia and multilingualism identification and intervention: insights into identifying risk of SpLD/dyslexia in children with English as an additional language.' Patoss Bulletin, 25 (1). pp. 2-7. ISSN 1476-1521
Mortimore, T (2012) 'Identifying risk of dyslexia in children with an additional language.' Patoss Bulletin, Autumn. ISSN 1476-1521
Mortimore, T (2011) 'Round pegs in square holes: failing of flying?' South African Association for Learning Differences Bulletin. pp. 5-6.
Mortimore, T (2007) 'The secret life of a research project.' Qualitative Researcher (4). pp. 9-11. ISSN 1748-7315
Mortimore, T (2007) 'Of babies, bathwater and the need for labels: should we jump off the learning style bandwagon?' Patoss Bulletin, 20 (1). pp. 55-63. ISSN 1476-1521
Mortimore, T and Crozier, W R (2006) 'Dyslexia and difficulties with study skills in higher education.' Studies in Higher Education, 31 (2). pp. 235-51. ISSN 1470174X
Mortimore, T (2005) 'Dyslexia and learning style: a note of caution.' British Journal of Special Education, 32 (3). pp. 145-149. ISSN 1467-8578
Mortimore, T (2005) 'Widening opportunity for dyslexic learners - is learning style theory the answer?' Dyslexia Review, 16 (1). pp. 15-17.
Mortimore, T and Pilling, M (2016) The Dyslexia-Apps Project. Mirandanet.
Dyslexia and multilingualism: identifying and supporting bilingual learners who might be at risk of developing SpLD/dyslexia
Mortimore, T, Hansen, L, Hutchings, M, Northcote, A, Fernando, J, Horobin, L, Saunders, K and Everatt, J (2012) Dyslexia and multilingualism: identifying and supporting bilingual learners who might be at risk of developing SpLD/dyslexia.