Dyslexia : A Practitioner's Handbook.

Format:

Book

Author/Creator:

Reid, Gavin.

Language:

English

Subjects (All):

Dyslexic children--Education--Handbooks, manuals, etc.

Dyslexic children.

Physical Description:

1 online resource (505 pages)

Edition:

5th ed.

Place of Publication:

Hoboken : John Wiley & Sons, Incorporated, 2016.

Summary:

Newly updated, Gavin Reid's best-selling handbook remains an essential resource for those helping dyslexic individuals of all ages, from preschoolers to adults in the workplace. Combines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual's needs New and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia Assembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners

Contents:

Intro

Dyslexia

Contents

About the Author

Other Books by Gavin Reid

Foreword

Preface

Chapter 1 Defining Dyslexia

Defining Dyslexia

Purpose of Definitions

How Should We Define Dyslexia?

Definitions

Barriers to Implementing Policy

Rose Review and Dyslexia

Education for Learners with Dyslexia

Different Perspectives and Agenda

Points for Reflection

Chapter 2 Explaining Dyslexia: The Range of Research

Causal Modelling Framework

Causal Modelling Framework: An Explanation

Genetic Factors

Neurobiological Factors

Visual and Temporal Processing

Magnocellular Visual System

Procedural Timing

Hemispheric Symmetry

Processing Speed

Phonological Processing

Phonological Awareness and Multisensory Programmes

Morphological Processing

Glue Ear

Cognitive Skills

Metacognition

Environmental Factors

Additional Language Learning

Dyslexia in Different Orthographies

Self-disclosure in Adults

Chapter 3 Assessment: Issues and Considerations

The Context

Assessment Aims

Discrepancy Criteria

Listening Comprehension

Componential Model of Reading

Curriculum Focus

Why an Assessment?

How? The Assessment Process

Effect of an Assessment

Assessment-Points to Consider

Some Other Considerations

Self‐concept

The Role of Parents

Assessment and Inclusion

The Bilingual Learner

Chapter 4 Identifying Needs

Information Processing

Factors That Can Prompt Concern

Pre‐school

School Age

After Around 2 Years at School

Upper Primary

Secondary

Further and Higher Education

Workplace

Linking Assessment with Intervention and Support

Key Aspects of an IEP

The Overlap

Assessing Performances

Criteria: Summary

Whose Responsibility?.

Early Identification

Models of Identification

Expert/Intervention-Attainment

Discrepancy Model

Policy Model

Stage Process Model

Curriculum‐focused Model

Barriers to Learning

Whole-School Involvement

Early Warning Signs

Assessment/Consultancy with Management Team

Monitoring/Review Meeting

Chapter 5 Assessment: Approaches and Resources

The Use of Tests-Points to Ponder

Assessment and Information Processing

Cognitive Measures

Assessment of Processing Skills

Comprehensive Test of Phonological Processing (CTOPP-2)

Woodcock Reading Mastery Tests

Gray Oral Reading Tests (GORT-5)

Standardised/Psychometric Criteria

Standardisation

Psychometric

Wechsler Individual Achievement Test (WIAT-II and III)

Comment

Phonological Representation and Assessment

Screening

Curriculum Assessment

Miscue Analysis

Assessment in Context

Assessment for Learning

Principles of Formative Assessment in Practice

Metacognitive Assessment

Assisted Assessment

Multiple Intelligences Approaches

A Components Approach

Observational Assessment

Observational Framework

Attention

Organisation

Sequencing

Interaction

Language

Comprehension

Reading

Visual

Auditory

Motivation/Initiative

Relaxation

Learning Preferences

Learning Context

Systematic Observation

Summary

Chapter 6 Reading-Social, Cultural and Government Perspectives

The Social Context for Literacy

Literacy and Culture

Defining Literacy

Critical Literacy

Engaging the Reader through Critical Literacy

Challenging Assumptions

Government Initiatives

Literacy Standards and International Comparisons

PISA Study

Literacy Initiatives

Chapter 7 The Acquisition of Literacy.

What is Reading?

Factors to Consider

Phonological Awareness

The Alphabetic System-Ehri

Reading as a Process

Reading Skills

Reading Practice

Developing Reading Skills

Key Factors

The Development of Reading

Developing Print Awareness

Visual Aspects

Role of Phonological Information

Phonological Representations and Dyslexia

Stages of Reading Development

Logographic Stage

Alphabetic Stage

Orthographic Stage

Limitations of the Stage Model of Reading

Reading and Memory

Relationship Between Phonology and Orthography

Dyslexia and Different Orthographies

Chapter 8 Reading Models and Methods

Bottom-Up and Top-Down Models

Connectionist Models

Balance Model of Reading

Method of Teaching Reading

Phonic Model

Look‐and‐Say Model

Language Experience Models

Teaching Reading-the Debate

Balanced Approach

Reading Interventions

Methodological Issues in Reading Intervention Research

Factors to Consider in Developing and Using Reading Approaches

The Literacy Experience

Framework for Teaching

Chapter 9 The Acquisition of Literacy: Spelling

Why is Spelling Difficult?

Systems Involved in Spelling

Phonological Systems

Spelling and Speech

Visual Systems

Homophones

Spelling Skills

Spelling Development

Spelling Policy

Spelling Strategies

Word Lists

Visual Strategies

Simultaneous Oral Spelling

Language Experience Approaches

Cued Spelling

Paired Spelling

Spelling Materials

The ACE Spelling Dictionary

Catchwords

Photocopiable Resources

Chapter 10 Expressive Writing

The Importance of Writing

Relationship Between Writing and Spelling

Expressive Writing: The Process.

Cognitive Skills Associated with Writing

Writing in the Curriculum

Developing Metacognitive Skills through Writing

Metacognitive Strategies for Writing

Strategies for Writing

My Favourite Things

Motivation and Writing

Planning

Pre-writing Framework

Ideas/Detail

Voice

Word Choice

Sentence Fluency

Conventions

Presentation

Developing Ideas

Handwriting

Handwriting - Some Points to Consider

Dysgraphia

Chapter 11 Teaching Approaches: Points to Consider

Overview of Approaches

Assessment and the Curriculum

The Learner

Programmes and Approaches-Some Considerations

Automaticity, Overlearning and Structure

Structure

Overlearning

Principles

Issues

Chapter 12 Supporting Literacy: Individualised Programmes

Criteria for Selection

Individualised Programmes

Orton-Gillingham (OG)

The Hickey Multisensory Language Course

Bangor Dyslexia Teaching System

Letterland

Reading Recovery

Identification

Evaluation of Reading Recovery

Toe by Toe: Multisensory Manual for Teachers and Parents

Alternative Approaches

Dietary Approaches

Exercise and Movement

The Inhibition of Primitive Reflexes

Educational Kinesiology

Comment on Alternative Interventions

Comment-Issues to Consider

Chapter 13 Supporting Literacy: Approaches and Strategies

Phonics Instructional Approaches

Jolly Phonics

Ann Arbor Publications

Interactive Literacy Games

Visual Stress

Smart Kids

Language Experience

Other Support Approaches

THRASS

Units of Sound

TextHelp

Inspiration

Phonological Approaches

Sound Linkage

Phonological Awareness Procedure

Phonic Code Cracker

High-Interest Books-History.

Barrington Stoke (www.barringtonstoke.com)

Start to Finish Books

Differentiated Texts

Visual Factors

The Use of Visual Skills

Motor Aspects

Assisted Learning

Paired‐reading

Evaluation of Paired‐Reading as a Strategy

Chapter 14 Supporting Learning

Effective Learning

Key Points about Learning

The Learning Process

Realising Potential

Zone of Proximal Development

Developing Learning Skills

Learning Strategies

Multiple Intelligences

Study Skills

Set Goals

Feedback

Memory-Some Strategies

The Role of Self-esteem

Creativity and the 'Gifted' Dyslexic Student

Chapter 15 Inclusion: Curriculum Access

Responding to the Diverse Needs of Students

The Challenges

Individual Needs and Meeting the Needs of All

Meeting Curriculum Objectives

Index for Inclusion

Tensions and Contradictions

Assessment, Need and Accountability

Removing Barriers to Achievement

Interventions and Inclusion

The Debate

Implications

Making the School Inclusive

The Index for Inclusion Network

Equity

Principles of Inclusion

An Inclusive School

Healthy Schools

Supporting Inclusion

Staff Support and Training

Student Advocacy

Self‐advocacy: Challenge or Threat?

Dyslexia and Self-advocacy

Staff Support

Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum

Responsibility

Features of Secondary Schools

Differentiation and Curricular Development

Differentiation and Assessment

Subject Areas

Mathematics

Music

Science Subjects

Physics

English

Essay and Report Writing

Social Subjects

Multiple Intelligences in Secondary Schools

Physical Education.

Staff Development.

Notes:

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Reid, Gavin Dyslexia

ISBN:

9781118980118

OCLC:

923017666