Dyslexia: A Practitioner's Handbook / Edition 4by Gavin Reid
Pub. Date: 09/22/2009
The main purpose of this new edition is to incorporate the most recent theoretical and practical research in the field of dyslexia and literacy and present it in a user friendly format for Practitioners. It refers to the most recent government reports on literacy and dyslexia in a number of countries such as, USA, UK, Canada, New Zealand and Australia. Each chapter
The main purpose of this new edition is to incorporate the most recent theoretical and practical research in the field of dyslexia and literacy and present it in a user friendly format for Practitioners. It refers to the most recent government reports on literacy and dyslexia in a number of countries such as, USA, UK, Canada, New Zealand and Australia. Each chapter has a summary at the start and, at the end, key points and 'points to consider' are looked at.
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Table of Contents
About the Author.
Other Books by Gavin Reid.
Chapter 1 Defining Dyslexia.
Purpose of Definitions.
How Should We Define Dyslexia?
Barriers to Implementing Policy.
Rose Review and Dyslexia.
Education for Learners with Dyslexia.
Different Perspectives and Agenda.
Chapter 2 Explaining Dyslexia: The Range of Research.
Causal Modelling Framework.
Visual and Temporal Processing.
Magnocellular Visual System.
Phonological Awareness and Multisensory Programmes.
Additional Language Learning.
Dyslexia in Different Orthographies.
Self-disclosure in Adults.
Chapter 3 Assessment: Issues and Considerations.
Points to Consider.
Componential Model of Reading.
Why an Assessment?
How—the Assessment Process.
Effect of an Assessment.
Assessment—Points to Consider.
Some Other Considerations.
Assessment and Inclusion.
The Bilingual Learner.
Chapter 4 Identifying Needs.
Factors that can Prompt Concern.
Linking Assessment with the Planning of Intervention.
Models of Identification.
Barriers to Learning.
Chapter 5 Assessment: Approaches and Resources.
The Use of Tests—Points to Ponder.
Assessment of Processing Skills.
Comprehensive Test of Phonological Processing (CTOPP).
Woodcock Reading Mastery Tests.
Gray Oral Reading Tests (Gort-4).
Wechsler Individual Achievement Test (WIAT).
Phonological Representation and Assessment.
Assessment in Context.
Multiple Intelligences Approaches.
A Components Approach.
Chapter 6 Reading—Social, Cultural and Government Perspectives.
The Social Context for Literacy.
Literacy and Culture.
Literacy Standards and International Comparisons.
Chapter 7 The Acquisition of Literacy.
What is Reading?
Factors to Consider.
Reading as a Process.
Developing Reading Skills.
The Development of Reading.
Stages of Reading Development.
Limitations of the Stage Model of Reading.
Reading and Memory.
Relationship between Phonology and Orthography.
Dyslexia and Different Orthographies.
Chapter 8 Reading Models and Methods.
Bottom-Up and Top Down Models.
Balance Model of Reading.
Method of Teaching Reading.
Developing Reading Skills.
Teaching Reading—the Debate.
Methodological Issues in Reading Intervention Research.
Factors to Consider in Developing and Using Reading Approaches.
The Literacy Experience.
Framework for Teaching.
Chapter 9 The Acquisition of Literacy: Spelling.
Why is Spelling Difficult?
Systems Involved in Spelling.
Chapter 10 Expressive Writing.
The Importance of Writing.
Relationship between Writing and Spelling.
Expressive Writing: The Process.
Cognitive Skills Associated with Writing.
Writing in the Curriculum.
Developing Metacognitive Skills through Writing.
Metacognitive Strategies for Writing.
Strategies for Writing.
Motivation and Writing.
Chapter 11 Teaching Approaches: Points to Consider.
Assessment and the Curriculum.
Programmes and Approaches—Some Considerations.
Chapter 12 Supporting Literacy: Individualised Programmes.
Criteria for Selection.
Alpha to Omega.
The Hickey Multisensory Language Course.
Bangor Dyslexia Teaching System.
The Slingerland Programme.
Toe By Toe: Multisensory Manual for Teachers and Parents.
Comment—Issues to Consider.
Chapter 13 Supporting Literacy: Approaches and Strategies.
Phonics Instructional Approaches.
Other Support Approaches.
Start to Finish Books.
Chapter 14 Supporting Learning.
Key Points About Learning.
The Learning Process.
Zone of Proximal Development.
Developing Learning Skills.
The Role of Self-esteem.
Creativity and the ‘Gifted’ Dyslexic Student.
Chapter 15 Inclusion: Curriculum Access.
Responding to the Diverse Needs of Students.
Meeting Curriculum Objectives.
Index for Inclusion.
Tensions and Contradictions.
Assessment, Need and Accountability.
Removing Barriers to Achievement.
Interventions and Inclusion.
Making the School Inclusive.
Principles of Inclusion.
An Inclusive School.
Staff Support and Training.
Dyslexia and Self-advocacy.
Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum.
Features of Secondary Schools.
Differentiation and Curricular Development.
Differentiation and Assessment.
Multiple Intelligences in Secondary Schools.
Challenges: Key Areas.
Chapter 17 Inclusion: Further and Higher Education and the Workplace.
Further and Higher Education.
Chapter 18 Issues and Concerns.
Issue 1. Multilingualism.
Issue 2. The Use of Computers and Technology.
Issue 3. Overlap, Continuum and Intervention.
Issue 4. Alternative Therapies.
Issue 5. Training and Professional Development.
Comment on Issues.
Chapter 19 The Role of Parents.
Parents as Partners.
Appendix 1 Some Tests for Dyslexia that Can Be Used by Teachers.
Appendix 2 Further Contacts.
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