Dyslexia and Literacy

Dyslexia and Literacy : Theory and Practice

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Description

Dyslexia and Literacy provides a comprehensive, practical introduction for all professionals seeking an understanding of dyslexia in children. Divided into 4 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. An invaluable text for anyone who needs to know about dyslexia in children including post-graduate students in psychology and education, SENCOs and trainee teachers.
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Product details

  • Paperback | 368 pages
  • 172 x 245 x 21mm | 636g
  • New York, United States
  • English
  • w. figs.
  • 0471486345
  • 9780471486343
  • 671,328

Back cover copy

There are many examples of good practices in literacy which have not fully impacted upon the ways in which we teach children with dyslexia.

Dyslexia and Literacy: An Introduction to Theory and Practice provides the reader with an understanding of the most recent theoretical positions in dyslexia and literacy and how these may be applied in practice. The book critically considers the current notions of literacy, provides an understanding of literacy concepts and re-appraises what we mean by literacy. The implications of this for dyslexic children are immense as it means that assessment and support can be more embedded in the curriculum context.



The role of professionals such as learning support co-ordinators and educational psychologists are discussed within current legislative and theoretical frameworks. Classroom intervention and approaches to dealing with the diverse needs presented by dyslexic children are addressed by examining individual education plans and the development of differentiated curricula in schools.



Gavin Reid and Janice Wearmouth have assembled an international field of renowned experts whose text will be a core source for university students on reading and dyslexia courses and is a set book for Open University course E801. Trainee teachers, special educational needs co-ordinators and educational psychologists will also find this volume of great value.



Open University Set Book for course E801-Difficulties in Literacy Development
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Table of contents

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(Janet Hatcher and Marqaret J. Snowling); Visual Processes (John Everatt); The Balance Model of Reading and Dyslexia (Jean Robertson and Dirk J. Bakker); Cognitive factors and Implications for Literacy (Chris Singleton); Literacy standards and factors affecting literacy: what national and international assessments tell us (Gerry Shiel); Issues for assessment and planning of teaching and learning (Gavin Reid 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 an additional language (Tony Cline); The Role of the learning support co-ordinator (Janice Wearmouth); Dealing with diversity in the primary classroom (Margaret Crombie); Challenges in the secondary school (Lindsay Peer and Gavin Reid); 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)
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Review Text

"...anyone interested in exploring more fundamental sensory deficits as a possible cause of dyslexia, along with theoretical hypotheses, should read [this book]..." (Times Educational Supplement, 3 October 2003)
"...of interest to students in initial teacher training...of value to teachers in inclusive schools..." (Educational Review, Vol 56(1), Feb 2004)
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Review quote

"...anyone interested in exploring more fundamental sensory deficits as a possible cause of dyslexia, along with theoretical hypotheses, should read [this book]..." (Times Educational Supplement, 3 October 2003) "...of interest to students in initial teacher training...of value to teachers in inclusive schools..." (Educational Review, Vol 56(1), Feb 2004)
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About Gavin Reid

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.
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