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Dyslexia and Literacy
Theory and Practice
Gavin Reid (Edited by), G Reid (Author), Janice Wearmouth (Edited by)
9780471486343, Wiley
Paperback / softback, published 27 August 2002
368 pages
24.6 x 17.1 x 2.2 cm, 0.595 kg
"...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)
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.
About the Editors vii About the Contributors ix Introduction 1 Part I Theory Chapter 1 Dyslexia and Literacy: Key Issues for Research 11 Chapter 2 The Neurobiology of Dyslexia 29 Chapter 3 Resolving the Paradoxes of Dyslexia 45 Chapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69 Chapter 5 Visual Processes 85 Chapter 6 The Balance Model of Reading and Dyslexia 99 Chapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115 Chapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131 Part II Practice Chapter 9 Issues for Assessment and Planning of Teaching and Learning 151 Chapter 10 Reading Processes, Acquisition, and Instructional Implications 167 Chapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187 Chapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201 Chapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213 Chapter 14 Dealing with Diversity in the Primary Classroom—a Challenge for the Class Teacher 229 Chapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241 Chapter 16 Individual Education Plans and Dyslexia: Some Principles 251 Chapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271 Chapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285 Chapter 19 Metacognition and Literacy 301 Chapter 20 Critical Literacy and Access to the Lexicon 315 Chapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327 Subject Index 343
Angela J. Fawcett
Deborah F. Knight and George W. Hynd
Uta Frith
Janet Hatcher and Margaret J. Snowling
John Everatt
Jean Robertson and Dirk J. Bakker
Chris Singleton
Gerry Shiel
Janice Wearmouth and Gavin Reid
Linnea C. Ehri
Rea Reason
Tony Cline
Janice Wearmouth
Margaret Crombie
Lindsay Peer and Gavin Reid
Janet Tod
Bob Burden
Keith Topping
David Wray
George Hunt
Fidelma Healy Eames
Subject Areas: Psychology [JM]
