Gavin Reid

Dyslexia (eBook, ePUB)

A Practitioner's Handbook

• Format: ePub

Produktbeschreibung

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

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Produktdetails

• Verlag: John Wiley & Sons
• Seitenzahl: 504
• Erscheinungstermin: 21. Januar 2016
• Englisch
• ISBN-13: 9781118980125
• Artikelnr.: 44691246

Autorenporträt

Gavin Reid is an experienced teacher, psychologist and author, and the owner/director of Dr Gavin Reid Education Consultants Ltd. He was formerly Senior Lecturer in the Department of Educational Studies at the University of Edinburgh, UK, and Visiting Professor in the Department of Education and Counseling Psychology and Special Education at the University of British Columbia in Vancouver, Canada. He is a director of the Red Rose School in Lancashire, UK, and a director of Global Educational Consultancies (GEC) based in Cairo, Egypt. He is chair of the BDA accreditation board, an ambassador for the Helen Arkell Dyslexia Centre and a consultant to Institute for Child Education and Psychology Europe (ICEPE). He is the author and editor of 27 books, and has lectured to thousands of parents and professionals in 70 countries. His work has been recognized with several educational awards, many of his books are used as course texts throughout the UK and in other countries, and they have been translated into Italian, French, Polish and Croatian.

Inhaltsangabe

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

Chapter 2 Explaining Dyslexia: The Range of Research

Causal Modelling Framework

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

Assessment and Inclusion

The Bilingual Learner

Chapter 4 Identifying Needs

The Context

Information Processing

Factors that can Prompt Concern

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

Barriers to Learning

Whole-school Involvement

Chapter 5 Assessment: Approaches and Resources

The Use of Tests--Points to Ponder

Cognitive Measures

Assessment of Processing Skills

Comprehensive Test of Phonological Processing (CTOPP)

Woodcock Reading Mastery Tests

Gray Oral Reading Tests (Gort-4)

Standardised/Psychometric Criteria

Standardisation

Psychometric

Wechsler Individual Achievement Test (WIAT)

Comment

Phonological Representation and Assessment

Screening

Curriculum Assessment

Miscue Analysis

Assessment in Context

Assessment for Learning

Metacognitive Assessment

Multiple Intelligences Approaches

A Components Approach

Observational Assessment

Observational Framework

Systematic Observation

Summary

Chapter 6 Reading--Social, Cultural and Government Perspectives

The Social Context for Literacy

Literacy and Culture

Defining Literacy

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

Reading as a Process

Reading Skills

Reading Practice

Developing Reading Skills

Key Factors

The Development of Reading

S

Rezensionen

Praise for the second edition: 'The target audience for this book is the non-specialist and, given the paucity of coverage on SEN/dyslexia in most initial teacher training programmes, this is likely to be a wide audience...Reid discusses the use of writing frames which are applicable across the curriculum and which can be modified for all learners. Many of these strategies can be used for all children, not just those identified as dyslexic and this is a real strength of this approach. Reid makes the case that effective support for dyslexics does not require the teacher to create activities which are only appropriate for individual teaching but are helpful for all learners...The layout of the book is clear, and a brief summary is provided at the end of each chapter.'SPECIAL magazine