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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010052257 | LB1050.5 D92 2002 | Open Access Book | Book | Searching... |
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Summary
Summary
Dyslexia and Literacy provides a comprehensive, practical introduction for all professionals seeking an understanding of dyslexia in children. Divided into four parts, the book firstly introduces the various theoretical perspectives and follows this up with identification and assessment techniques with an emphasis on practical, classroom related issues. The third part of the text covers topics related to the school curriculum and a final section covers issues that relate to the learning process.
Author Notes
Gavin Reid is a senior lecturer in the Faculty of Education, University of Edinburgh. He is an experienced teacher, educational psychologist, researcher and university lecturer. He has made over 200 keynote presentations throughout the UK and at conferences worldwide, including United States, Eastern and Western Europe, Scandinavia, New Zealand and Hong Kong. He is the author of a number of books on dyslexia and learning styles including Dyslexia: A Practitioner's Handbook (1998) and is co-author of Dyslexia in Adults: Education and Employment (2001), both published by Wiley/
He is the course team which developed the joint Open University/University of Edinburgh course on Identifying and Addressing Difficulties in Literacy Development and has also a number of research and consultancy interests, including assessment, early literacy and dyslexia in adults.
Janice Wearmouth is a lecturer in the Faculty of Education and Language Studies at The Open University in the UK. She is an experienced teacher, researcher and author in the area of special educational needs and difficulties in literacy development. Her research interest include pupil self advocacy, the development and organization of special and/or additional provision for pupils who experience difficulties in learning in mainstream schools, and home-school literacy partnerships.
She is co-chair of the course team which developed and produced the Open University Course E801 Difficulties in Literacy Development in Collaboration with the University of Edinburgh.
Table of Contents
| About the Editors | p. vii |
| About the Contributors | p. ix |
| Introduction | p. 1 |
| Part I Theory | |
| Chapter 1 Dyslexia and Literacy: Key Issues for Research | p. 11 |
| Chapter 2 The Neurobiology of Dyslexia | p. 29 |
| Chapter 3 Resolving the Paradoxes of Dyslexia | p. 45 |
| Chapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice | p. 69 |
| Chapter 5 Visual Processes | p. 85 |
| Chapter 6 The Balance Model of Reading and Dyslexia | p. 99 |
| Chapter 7 Dyslexia: Cognitive Factors and Implications for Literacy | p. 115 |
| Chapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us | p. 131 |
| Part II Practice | |
| Chapter 9 Issues for Assessment and Planning of Teaching and Learning | p. 151 |
| Chapter 10 Reading Processes, Acquisition, and Instructional Implications | p. 167 |
| Chapter 11 From Assessment to Intervention: The Educational Psychology Perspective | p. 187 |
| Chapter 12 Issues in the Assessment of Children Learning English as an Additional Language | p. 201 |
| Chapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges | p. 213 |
| Chapter 14 Dealing with Diversity in the Primary Classroom--a Challenge for the Class Teacher | p. 229 |
| Chapter 15 Dyslexia and Literacy: Challenges in the Secondary School | p. 241 |
| Chapter 16 Individual Education Plans and Dyslexia: Some Principles | p. 251 |
| Chapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills | p. 271 |
| Chapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers | p. 285 |
| Chapter 19 Metacognition and Literacy | p. 301 |
| Chapter 20 Critical Literacy and Access to the Lexicon | p. 315 |
| Chapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research | p. 327 |
| Subject Index | p. 343 |
