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Why Dyslexia Learning and Development? Many of the people with dyslexia / SpLDs that we have encountered have shown great learning potential, which has often been undermined by self-doubt and low self-esteem. Through life experience, reflection and personal growth, many of these people have discovered that dyslexia is, in fact, a positive asset. Through their daily learning and development process, and awareness of how they learn best (metacognition), individuals with dyslexia / SpLDs are able to compensate for their learning weaknesses so as to move on in life, become successful in their careers, and make a positive contribution to society.
Monica Pellegrini
As the founder of Dyslexia Learning and Development, I strongly believe that learning is certainly an individual's right but also an opportunity to enhance cognitive processes and widen educational and professional horizons. Because of our brain’s neuroplasticity, we all can learn something new and challenging every day. Daily intellectual stimuli help to keep our brain ticking, while improving its efficiency.
Both learning and the ability to apply knowledge are empowering. As a qualified and experienced teacher and assessor of dyslexia and SpLDs, I am passionate about helping individuals (university students and individuals in the workplace) to discover their own learning potential. I also assess children under the age of 16.
'The best way to predict your future is to create it?'
Abraham Lincoln
In my career, I have delivered lectures and presentations, providing advice on the impact of dyslexia / SpLDs on individuals’ learning abilities both at various workshops and institutions, including London Metropolitan University, the University of West England and INTO London World Education Centre. I have also delivered regular presentations at continuous professional development events of ADSHE. I am trained in teaching English and Italian as foreign languages and have also taught French to British diplomats.
As a published author, I have written academic papers as well as articles for both the British and Italian press.
One of my particular interests is in adults who speak English as an additional language and have dyslexia and/or dyspraxia.
I also conduct assessments of aptitude for learning foreign languages and general memory and learning skills.
I am fully cleared under the Disclosure and Barring Service (DBS), and hold an enhanced check certificate.
Qualifications
MA Modern Languages
MA Applied Linguistics
MA Specific Learning Difficulties (Distinction)
Post Graduate Diploma Assessment of Specific Learning Differences (Distinction)
Post Graduate Certificate Teaching Adult Dyslexic Learners in Higher & Further Education
Diploma in Media Practice (Distinction)
Qualified Teacher Status (QTS)
Qualified Yoga Teacher (200-hour Diploma)
Professional memberships
Assessment Practising Certificate (Patoss)
Professional Association of Teachers of Students with Specific Learning Difficulties
ADSHE Quality Assured Register (QA Number: ADSHEQA78)
I am on the panel of coordinators for the ADSHE London Regional Group.
Papers published and delivered
Pellegrini, M. (2020), ‘Developmental Co-ordination Disorder (DCD)' - 'The Mind-body Connection: Anxiety Disorder, ADHD, DCD, Depression and Recovery for Young People and Adults’, in Sun Power Yoga the Practice by Anne-Marie Newland, p.59
Pellegrini, M. (2018), 'Dyslexia and students who speak English as an additional language in higher education: is it a specific learning difficulty or language barrier? How to detect the signs of dyslexia in such students and best support them?' Talk / Workshop presented at the Association of Dyslexia Specialist in Higher Education, Continuous Professional Development Day (North), Student Skills and Development Centre, Sheffield University January 2018
Pellegrini, M. (2017), 'Dyslexia and students who speak English as an additional language in higher education: is it a specific learning difficulty or language barrier? How to detect the signs of dyslexia in such students and best support them?' Talk / Workshop presented at the Association of Dyslexia Specialist in Higher Education, Continuous Professional Development Day (South) & AGM, Royal Central School of Speech and Drama - London, September 2017
Pellegrini, M. (2017), 'Dyslexia and international students who speak English as an additional language - presence of a specific learning difficulty or language barrier? How to detect signs of dyslexia and best support such learners in their studies?' Talk / Workshop presented at INTO London, World Education Centre, June 2017
Pellegrini, M. (2017), ‘How does Dyslexia Manifest across Languages? Implications for Screening and Assessing Students with English as an Additional Language in Higher Education’, Talk / Workshop presented at the Association of Dyslexia Specialist in Higher Education, Continuous Professional Development Day (North), Sheffield University, January 2017
Pellegrini, M. (2016), 'English, other Languages and Dyslexia - Implications when Tutoring Students who speak English as an Additional Language in Higher Education,' Visiting Lecturer, London Metropolitan University
Pellegrini, M. (2016), ‘How does Dyslexia Manifest across Languages? Implications for Screening and Assessing Students with English as an Additional Language in Higher Education’, Talk / Workshop presented at the Association of Dyslexia Specialist in Higher Education, Continuous Professional Development Day (South), Royal Central School of Speech and Drama, London, September 2016
Pellegrini, M. (2016), 'Dyslexia - an overview across languages. Implications for screening / tutoring / assessing EAL students in HE', Talk / Workshop presented at the University of West England, January 2016
Pellegrini, M. (2016), 'Practical diagnosing issues in the assessment of students with English as an additional language in higher education; e.g., Dyslexia and Arabic', Talk / Workshop presented at the University of West England, January 2016
Pellegrini, M. (2015), ‘Important Issues in the Diagnostic Assessment and Specialist Support of Learners in Higher Education who speak English as an Additional Language’, Journal of Neurodiversity in Higher Education (ADSHE), Issue 1, pp. 85-100
Pellegrini, M. (2015), ‘Dyslexia and bi(multi)lingual adult learners with English (EAL) as their second / additional language,’ Visiting Lecturer, London Metropolitan University
Pellegrini, M. (2014), ‘Diagnoses of Dyslexia in Higher Education Learners with English as an Additional Language’, Patoss Bulletin, Vol. 27, No. 2, pp. 10-18
Pellegrini, M. (2014), ‘What do dyslexia diagnostic assessors look for when diagnosing higher education learners with English as an additional language? Any challenges?’ Talk Delivered at the Dyslexic Academic Symposium, London Metropolitan University
Pellegrini, M. (2014), ‘Dyslexia and tutorial support for adult learners with English as an Additional Language,’ Visiting Lecturer, London Metropolitan University
Pellegrini, M. (2013), ‘An investigation into EAL speakers’ diagnoses of dyslexia,’ Presentation at ELT well Research Round-up workshop on the identification of dyslexia in multilingual learners, Leeds
The Dyslexia Learning and Development logo symbolises each of us and our learning experience. We all initiate our learning process (the single red dot) and, with the right support and opportunities, we grow and expand our horizons (the two green dots); through learning and experience, we can reach for the sky ... and the sun (the two blue dots and the yellow dot).
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Registered office: 35 Brancaster Lane, Purley, Surrey, CR8 1HJ
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