David McLoughlin, Carol Leather

The Dyslexic Adult

Interventions and Outcomes - An Evidence-Based Approach

• Gebundenes Buch

Produktbeschreibung

Now in its second edition, The Dyslexic Adult is the only book to look at dyslexia within the context of life span developmental psychology. Fully updated and revised to reflect our new understanding of dyslexia since the first edition, the book emphasizes evidence-based practice and provides clear guidance on how to approach assessment, counseling, teaching, and training. Coverage of overlapping syndromes and check lists for syndromes that can be used as part of the assessment process are also included. The definitive guide for psychologists and professionals who must understand and work with dyslexic adults.

---

A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults.

The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updated
Combines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and training
Provides a clear guide to the kinds of assessment that can be conducted and the ways in which dyslexic adults can be supported in selection, training, education and employment
Includes coverage of overlapping syndromes such as dyspraxia and dyscalculia, and up-to-date check lists for syndromes that can be used as part of the assessment process

Produktdetails

• Verlag: Wiley & Sons
• 2. Aufl.
• Seitenzahl: 336
• Erscheinungstermin: April 2013
• Englisch
• Abmessung: 231mm x 155mm x 23mm
• Gewicht: 454g
• ISBN-13: 9781119973942
• ISBN-10: 1119973945
• Artikelnr.: 35046763

Autorenporträt

David McLoughlin is a Visiting Professor in Psychology at the University of Buckingham. He is Director of Independent Dyslexia Consultants, a UK organisation which has worked with dyslexic adults and children for 25 years. Carol A. Leather is training director at Independent Dyslexia Consultants and a researcher at Surrey University. She has been instrumental in developing strategic approaches to support dyslexic employees in sectors including the emergency services, banking and the civil service. Together, David and Carol edited the 2010 edition of the British Dyslexia Association's prestigious Dyslexia in Employment Handbook.

Inhaltsangabe

Preface to the Second Edition xv Preface to the First Edition xvii
Acknowledgements xix Prologue xxi 1 Dyslexia in the Adult Years 1
Introduction 1 History 5 Terminology 6 Defining Dyslexia 6 Evidence-based
Practice 8 The Nature of Dyslexia: Behavioural Characteristics 10
Observable Behavioural Characteristics 11 Affective Characteristics 12
Positive Characteristics 13 Behavioural Characteristics: Empirical Evidence
15 Explaining Characteristics 15 Biology and Neurology 15 Cognition 17
Dyslexia: AWorking Memory Model 19 Explaining Positive Characteristics 23
Explaining Affective Characteristics 26 AWorking Definition 28 Dyslexia and
Other Syndromes 28 Dyspraxia 29 Dyscalculia 30 Attention Deficit
Disorder/Attention Deficit Hyperactivity Disorder 31 Asperger's Syndrome 31
Visual Stress 32 Degrees of Dyslexia 32 The Prevalence of Dyslexia 33
Summary 34 2 Interventions 35 Introduction 35 Psychological Development in
the Adult Years 35 Transitions 37 Successful Adjustment 38 Risk and
Resilience 38 Learning in Adulthood 40 Types of Intervention 41 The Role of
the Tutor/Coach 44 Key Skills 44 The Development of Metacognitive Skills 46
Skill Development, Compensation and Accommodation: An Integrated Framework
for Development 47 Alternative Interventions 49 Summary 51 3 Identification
and Assessment 52 Introduction 52 Information Gathering 53 Interviews 54
Screening 57 Checklists 57 Computer-based Tests 58 LADS - Plus Version 58
StudyScan and QuickScan 58 Individually Administered Tests 59 York Adult
Assessment Battery 59 Dyslexia Adult Screening Test (DAST) 60 Scholastic
Abilities Test for Adults (SATA) 60 Formal Diagnosis 61 Testing
Intelligence 62 WAIS-IV 63 Verbal Tests 64 Working Memory Tests 64
Perceptual Reasoning Tests 64 Processing Speed 64 The Global Composite -
Full Scale IQ 64 The Specific Composite - Index Scores 65 The Sub-test -
Level WAIS-IV as an Ipsative Test 65 The Item Level and Task Cognitive
Capacities 66 Abbreviated Scales 67 Tests for Teachers 68 Further
Psychological Testing 68 Phonological Processing and Naming Speed 68 Memory
Ability 69 Executive Functioning 70 Achievements in Literacy and Numeracy
71 Reading 71 Reading Levels 71 The Components of a Reading Assessment 73
Decoding 73 Comprehension 74 Listening Comprehension 75 Speed of Reading 75
The Assessment of Metacognition in Reading 76 The Assessment of Reading
Skills and Information Technology 77 Writing and Spelling 77 Numeracy 79
Measuring Affective Characteristics 80 Self-Esteem 80 Anxiety 80
Re-assessment 81 Diagnosis and English as an Additional Language 81
Diagnosis and Other Syndromes 83 Dyspraxia/DCD 84 Dyscalculia 84 ADD/ADHD
85 Asperger's Syndrome 85 Visual Stress 85 Pretending to Have a Learning
Difficulty 86 Feedback to Client 86 ReportWriting 87 Summary 88 Appendix A:
Sample Report 95 Appendix B: A Guide through the Maze of Assessments 97 4
Counselling 100 Introduction 100 Aims of Counselling 101 Issues in
Counselling Dyslexic People 101 Approaches to Counselling 102 Couple
Counselling 110 Referring On 110 Summary 111 5 Personal Development 112
Introduction 112 Self-understanding 112 The Nature of the Difficulty 113
Interpreting Dyslexia 113 Abilities and Strengths 116 Metacognition 123 The
Importance of Metacognition to Learning andWorking 124 A Metacognitive
Technique 127 Issues in Personal Development 128 Self Advocacy 129 Personal
Organisation 129 Goal Setting 130 Prioritisation 130 Memory Skills 132
Social Skills 133 A Dyslexic Person's Perspective 135 A Case History - C
138 Summary 140 6 Literacy for Living 141 Introduction 141 Prose Literacy
142 Document Literacy 142 Quantitative Literacy 142 Lifelong Learning 142
Planning a Programme 144 Information Processing and Literacy 145 Improving
Levels of Literacy 147 Improving Reading Accuracy 147 Improving Reading
Comprehension 151 The Pass Reading Strategy 151 Improving Spelling 153
ImprovingWriting 154 Improving Quantative Literacy 156 A Dyslexic Person's
Perspective 158 Coaches Comment 160 Summary 160 7 Academic and Professional
Learning Skills 162 Introduction 162 The Keys to Success in Higher and
Professional Education 164 The Importance of Metacognition 164
Self-understanding and Self-reflection 164 Self Reflection Attribution and
Self Efficacy 165 Learning andWorking Styles 166 Cognitive Learning
Differences 166 Behavioural Learning Styles 166 Time Management 167
Organisation ofWork 167 Reading 168 Critical Reading Skills 170
Comprehending Diagrammatic and Tabular Formats 171 EssayWriting 172
Understanding the Task - Question Analysis and Process Words 173
Proofreading 174 Grammar and Punctuation 175 Spelling 175 Listening
Comprehension 176 Note Taking 177 Note Making 179 Revision and Memory
Skills 180 Examinations 182 Statistics 184 Presentations 185 Working in a
Group 186 Tutorials 187 The Role of the Tutor 188 The Role of the Student
189 The Keys to Success 189 The Responsibilities of Colleges and
Universities 190 Study Skills Course Outline 190 A Dyslexic Person's
Perspective 192 Sample Assessment Report 193 Summary 201 8 Career
Development and Guidance 203 Introduction 203 Approaches to Counselling and
Development 204 Career Guidance: A Decision Making Model 205 Career
Guidance and the Dyslexic: A Model 206 Case Example 214 Career Development
215 A Dyslexic's Perspective: Dyslexia and Journalism 216 Summary 218 9
Dyslexia AtWork 219 Introduction 219 TheWhole Organisation: Awareness
Training 220 Disclosure: To Tell or Not To Tell 224 Goodness of Fit 224
Recruitment and Selection 225 Recruitment 225 Selection 226 TheWorkplace
Assessment/Consultation 226 The Manager's Role 227 Challenges Facing
Dyslexic People 228 Metacognitive Skills atWork 230 Transfer of Skills 230
Evaluation and Reflection 230 Changes and Transitions atWork 230 Support in
theWorkplace 231 Tutoring Training, Coaching and Mentoring 231 A Coaching
Example 232 Programme Length 233 Mentoring 234 Addressing Challenges 234
Organisation 234 Time Management andWork Prioritisation 235 Organisation
ofWork and theWork Space 236 Memory 237 Reading atWork 237 Reading for
Information 238 Reading Complex Material 238 Specific Visual Difficulties
239 Performance Issues 239 WrittenWork in the Office 240 Record Keeping 240
ReportWriting 241 Numeracy 242 Proofreading and Checking 243 Listening
Skills atWork 243 Minute and Note Taking 244 Meetings 244 Working in a Team
245 Interviews 247 A Note on the Use of Technology 248 Workplace
Consultancy Report 248 A Coaching Course Outline 254 Summary 256 10
Advocacy 257 Introduction 257 The Legislative Framework 259 Dyslexia as a
Mental Impairment 259 Adverse Effects which are Substantial 260 Long-Term
Substantial Effects 260 Normal Day-to-Day Effects 260 Reasonable
Adjustments 261 Individual Needs 262 Integrated Experience 262 Essential
Requirements of the Job/Course 263 An Undue Financial or Administrative
Burden 263 Adjustments in Recruitment, Selection and Promotion 263 Types of
Test Accommodations/Adjustments 264 Disclosing Dyslexia 267 When to Say
Something 268 Whom to Tell 268 What to Say 268 Policy and Practice in
Employment 270 Legislation in Education and Training 270 Policy in Higher
Education 270 Self-Help and Self-Help Groups 271 Dyslexia and Criminal Law
272 Summary 272 Epilogue 274 Appendix A Sample Interview Schedule 275
Appendix B Useful Contact Addresses 278 References 280 Index 305