{"product_id":"dyslexia-and-literacy-theory-and-practice-paperback-softback-9780471486343","title":"Dyslexia and Literacy; Theory and Practice (Paperback \/ softback) 9780471486343","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eDyslexia and Literacy\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eTheory and Practice\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eGavin Reid (Edited by), G Reid (Author), Janice Wearmouth (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780471486343, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 27 August 2002\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e368 pages\u003cbr\u003e24.6 x 17.1 x 2.2 cm, 0.595 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\"...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)\u003cbr\u003e \u003cbr\u003e \"...of interest to students in initial teachertraining...of value to teachers in inclusive schools...\"(Educational Review, Vol 56(1), Feb 2004)\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003ci\u003eDyslexia and Literacy\u003c\/i\u003e 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.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eAbout the Editors vii\u003c\/p\u003e \u003cp\u003eAbout the Contributors ix\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I \u003c\/b\u003eTheory\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Dyslexia and Literacy: Key Issues for Research 11\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAngela J. Fawcett\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 The Neurobiology of Dyslexia 29\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDeborah F. Knight and George W. Hynd\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Resolving the Paradoxes of Dyslexia 45\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eUta Frith\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Hatcher and Margaret J. Snowling\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Visual Processes 85\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJohn Everatt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 The Balance Model of Reading and Dyslexia 99\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJean Robertson and Dirk J. Bakker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eChris Singleton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGerry Shiel\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Practice\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Issues for Assessment and Planning of Teaching and Learning 151\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanice Wearmouth and Gavin Reid\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Reading Processes, Acquisition, and Instructional Implications 167\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLinnea C. Ehri\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRea Reason\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eTony Cline\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanice Wearmouth\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Dealing with Diversity in the Primary Classroom—a Challenge for the Class Teacher 229\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMargaret Crombie\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLindsay Peer and Gavin Reid\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Individual Education Plans and Dyslexia: Some Principles 251\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Tod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBob Burden\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKeith Topping\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Metacognition and Literacy 301\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDavid Wray\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 Critical Literacy and Access to the Lexicon 315\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGeorge Hunt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eFidelma Healy Eames\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSubject Index 343\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\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":52463027716376,"sku":"9780471486343","price":47.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780471486343.jpg?v=1785545863","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/dyslexia-and-literacy-theory-and-practice-paperback-softback-9780471486343","provider":"Freshly Printed Books","version":"1.0","type":"link"}