Supporting Children with Dyslexia

Supporting Children with Dyslexia

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This book focuses on the practical difficulties facing dyslexic pupils every day in the classroom and provides teachers and parents with strategies to support and enable them to access the curriculum with a minimum of fuss and upheaval. It is extended and updated to cover recent legislation, current trends (children services, achievement agenda, inclusion agenda, removing barriers to achievement), with more explanation on dyslexia, current views on learning strategies, Also DfES guidance on literacy and the three 'waves' of intervention, time management, reference to newly produced National Primary Strategy materials to support teacher CPD training, and the use of new classroom technology such as interactive white boards. It takes practical suggestions to teachers and others so that more children with dyslexia can be supported on a day-to-day basis.
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Product details

  • Paperback | 128 pages
  • 206 x 294 x 8mm | 521.64g
  • Bloomsbury Publishing PLC
  • Continuum International Publishing Group Ltd.
  • London, United Kingdom
  • English
  • Revised
  • 2nd Revised edition
  • 8 (b&w) illustrations
  • 0826480780
  • 9780826480781
  • 1,014,805

About Garry Squires

Garry Squires - Senior Practitioner Educational Psychologist. Lecturer, University of Leicester. Director, PhD Educational Psychology, University of Manchester. Sally McKeown - Freelance Educational Consultant working for government agencies and training organizations including Institute of Education.
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Review quote

An enterprising and user-friendly book that will be well received by its intended audience - classroom teachers in mainstream schools and SENCOs. This book supports, and in some cases (the Lone Rangers) will supplant, an awareness-level course in dyslexia. It guides the reader through current and changing systems and practices in the maintained sector, and succeeds in its primary aim to provide practical resources for support and intervention. Tables, diagrams, case studies and call-out boxes pop up, oasis-like, to offer regular refreshment. Martin Turner, Chartered Educational Psychologist Article by Sally McKeown - mentions book. SEN Magazine "ideal for the classroom teacher who wants to make sure that he or she is up to date on the subject but does not have time to read a lengthy tome." "appealing to look at and easy to read, the text being broken up by boxes, charts and illustrations that add clarity." "a very good read for classroom teachers and teaching assistants." Mary Kelly, The British Journal of Special Education Support for Learning, Vol.34, No.2, 2007--Sanford Lakoff
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Table of contents

1. Introduction; 2. Definitions and Challenges; 3. Identifying Strengths and Weaknesses; 4. Classroom Settings and Supportive Strategies; 5. Using ICT to Help Dyslexic Learners; 6. Organization and Planning Skills; 7. Dyslexia and Dyscalculia; 8. Emotional Support; 9. The Parent's Role; 10. Dyslexia and Me; 11. References; 12. Useful Contacts.
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