Dyslexia & Literacy - Theory & Practice
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More About This Title Dyslexia & Literacy - Theory & Practice
English
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.
English
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.
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.
English
Dyslexia and Literacy (Angela J. Fawcett);
The neurobiology of dyslexia (Deborah F. Knight and George W.Hynd);
Resolving the paradoxes of dyslexia (Uta Frith);
The phonological representations hypothesis of dyslexia(JanetHatcher and Marqaret J. Snowling);
Visual Processes (John Everatt);
The Balance Model of Reading and Dyslexia (Jean Robertson and DirkJ. Bakker);
Cognitive factors and Implications for Literacy (ChrisSingleton);
Literacy standards and factors affecting literacy: what nationaland international assessments tell us (Gerry Shiel);
Issues for assessment and planning of teaching and learning (GavinReid and Janice Wearmouth);
Reading processes, acquisition, and instructional implications(Linnea C. Ehri);
From assessment to intervention (Rea Reason);
Issues in the assessment of children learning English as anadditional language (Tony Cline);
The Role of the learning support co-ordinator (JaniceWearmouth);
Dealing with diversity in the primary classroom (MargaretCrombie);
Challenges in the secondary school (Lindsay Peer and GavinReid);
Individual Education Plans and dyslexia (Janet Tod);
A cognitive approach to dyslexia (Bob Burden);
Paired thinking (Keith Topping);
Metacognition and literacy (David Wray);
Critical literacy and access to the lexicon (George Hunt);
Changing definitions and concepts of literacy (Fidelma Healy Eames)
The neurobiology of dyslexia (Deborah F. Knight and George W.Hynd);
Resolving the paradoxes of dyslexia (Uta Frith);
The phonological representations hypothesis of dyslexia(JanetHatcher and Marqaret J. Snowling);
Visual Processes (John Everatt);
The Balance Model of Reading and Dyslexia (Jean Robertson and DirkJ. Bakker);
Cognitive factors and Implications for Literacy (ChrisSingleton);
Literacy standards and factors affecting literacy: what nationaland international assessments tell us (Gerry Shiel);
Issues for assessment and planning of teaching and learning (GavinReid and Janice Wearmouth);
Reading processes, acquisition, and instructional implications(Linnea C. Ehri);
From assessment to intervention (Rea Reason);
Issues in the assessment of children learning English as anadditional language (Tony Cline);
The Role of the learning support co-ordinator (JaniceWearmouth);
Dealing with diversity in the primary classroom (MargaretCrombie);
Challenges in the secondary school (Lindsay Peer and GavinReid);
Individual Education Plans and dyslexia (Janet Tod);
A cognitive approach to dyslexia (Bob Burden);
Paired thinking (Keith Topping);
Metacognition and literacy (David Wray);
Critical literacy and access to the lexicon (George Hunt);
Changing definitions and concepts of literacy (Fidelma Healy Eames)
English
"...anyone interested in exploring more fundamental sensorydeficits as a possible cause of dyslexia, along with theoreticalhypotheses, should read [this book]..." (Times EducationalSupplement, 3 October 2003)
"...of interest to students in initial teachertraining...of value to teachers in inclusive schools..."(Educational Review, Vol 56(1), Feb 2004)
"...of interest to students in initial teachertraining...of value to teachers in inclusive schools..."(Educational Review, Vol 56(1), Feb 2004)
