{"product_id":"dyslexia-a-teaching-handbook-paperback-softback-9781861560391","title":"Dyslexia; A Teaching Handbook (Paperback \/ softback) 9781861560391","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eDyslexia\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Teaching Handbook\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eMichael Thomson (Author), Bill Watkins (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781861560391, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 1 January 1998\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e268 pages\u003cbr\u003e25 x 20 x 1.5 cm, 0.397 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThis highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePreface to the First Edition.  \u003cp\u003ePreface to th Second Edition.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Introduction.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistorical context and definition.\u003c\/p\u003e \u003cp\u003eFeatures of dyslexia.\u003c\/p\u003e \u003cp\u003eDyslexia as a syndrome.\u003c\/p\u003e \u003cp\u003eCauses of dyslexia.\u003c\/p\u003e \u003cp\u003eReading and spelling development.\u003c\/p\u003e \u003cp\u003eAssessment and teaching.\u003c\/p\u003e \u003cp\u003eAddendum: Dyslexia and the 1981 Education Act.\u003c\/p\u003e \u003cp\u003eCode of Practice.\u003c\/p\u003e \u003cp\u003eIndividual Educational Plans.\u003c\/p\u003e \u003cp\u003eDyslexia and the National Curriculum.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Making a Start.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSetting up a dyslexia unit.\u003c\/p\u003e \u003cp\u003ePriniples of teaching.\u003c\/p\u003e \u003cp\u003eGeneral classroom procedures.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 From Spoken to Written Language.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLinguistic knowledge required by child and teacher.\u003c\/p\u003e \u003cp\u003eWritten language structure.\u003c\/p\u003e \u003cp\u003eTeaching techniques.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Reading.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eUse of word lists.\u003c\/p\u003e \u003cp\u003eSyllable analysis.\u003c\/p\u003e \u003cp\u003eDeveloping reading skills.\u003c\/p\u003e \u003cp\u003eListening to dyslexics read.\u003c\/p\u003e \u003cp\u003eWritten language structure and meaning.\u003c\/p\u003e \u003cp\u003eChoosing a book.\u003c\/p\u003e \u003cp\u003eUseful reading schemes.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Spelling.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eTeaching techniques for spelling.\u003c\/p\u003e \u003cp\u003eSpelling rules.\u003c\/p\u003e \u003cp\u003eUsing dictionaries.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Writing.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHandwriting.\u003c\/p\u003e \u003cp\u003eEssay writing.\u003c\/p\u003e \u003cp\u003eGrammar.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 The Older Student.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChoice of course.\u003c\/p\u003e \u003cp\u003eStudy skills.\u003c\/p\u003e \u003cp\u003eExaminations.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Computers and Dyslexia.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUsing information technology in a specialist school.\u003c\/p\u003e \u003cp\u003eComputers in the classroom.\u003c\/p\u003e \u003cp\u003eInformation technology curriculum.\u003c\/p\u003e \u003cp\u003eUsing computers with dyslexics.\u003c\/p\u003e \u003cp\u003eCurriculum outline for word processing with dyslexics.\u003c\/p\u003e \u003cp\u003eInteractive books.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendices.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1. Examples of Individual Educational Plans (IEP) - English.\u003c\/p\u003e \u003cp\u003eII. Phonic work sheets.\u003c\/p\u003e \u003cp\u003eIII. Common words for a basic sight vocabulary.\u003c\/p\u003e \u003cp\u003eIV Suggested key word list for irregular words.\u003c\/p\u003e \u003cp\u003eV Key word list for school subjects.\u003c\/p\u003e \u003cp\u003eVI Word lists.\u003c\/p\u003e \u003cp\u003eVII Spelling rules.\u003c\/p\u003e \u003cp\u003eVIII Vowel digraphs\/diphthongs.\u003c\/p\u003e \u003cp\u003eIX Ways of spelling.\u003c\/p\u003e \u003cp\u003eX The impossible word list.\u003c\/p\u003e \u003cp\u003eXI Statementing.\u003c\/p\u003e \u003cp\u003eXII Using the Aston Portfolio for prescriptive teaching based on error analysis.\u003c\/p\u003e \u003cp\u003eXIII Some examples of minimal pair words (southern British pronunciation).\u003c\/p\u003e \u003cp\u003eXIV Word processing examples.\u003c\/p\u003e \u003cp\u003eXV Reading game.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52501144043800,"sku":"9781861560391","price":44.58,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781861560391.jpg?v=1786212284","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/dyslexia-a-teaching-handbook-paperback-softback-9781861560391","provider":"Freshly Printed Books","version":"1.0","type":"link"}