Produktdetaljer
Biografisk notat
Gavin Reid is a senior lecturer in the Faculty of Education, University of Edinburgh. He is an experienced teacher, educational psychologist, researcher and university lecturer. He has made over 200 keynote presentations throughout the UK and at conferences worldwide, including United States, Eastern and Western Europe, Scandinavia, New Zealand and Hong Kong. He is the author of a number of books on dyslexia and learning styles including Dyslexia: A Practitioner's Handbook (1998) and is co-author of Dyslexia in Adults: Education and Employment (2001), both published by Wiley/He is the course team which developed the joint Open University/University of Edinburgh course on Identifying and Addressing Difficulties in Literacy Development and has also a number of research and consultancy interests, including assessment, early literacy and dyslexia in adults.
Janice Wearmouth is a lecturer in the Faculty of Education and Language Studies at The Open University in the UK. She is an experienced teacher, researcher and author in the area of special educational needs and difficulties in literacy development. Her research interest include pupil self advocacy, the development and organization of special and/or additional provision for pupils who experience difficulties in learning in mainstream schools, and home-school literacy partnerships.
She is co-chair of the course team which developed and produced the Open University Course E801 Difficulties in Literacy Development in Collaboration with the University of Edinburgh.
"...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)<br /> <br /> "...of interest to students in initial teachertraining...of value to teachers in inclusive schools..."(Educational Review, Vol 56(1), Feb 2004)
About the Editors vii
About the Contributors ix
Introduction 1
Part I Theory
Chapter 1 Dyslexia and Literacy: Key Issues for Research 11
Angela J. Fawcett
Chapter 2 The Neurobiology of Dyslexia 29
Deborah F. Knight and George W. Hynd
Chapter 3 Resolving the Paradoxes of Dyslexia 45
Uta Frith
Chapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69
Janet Hatcher and Margaret J. Snowling
Chapter 5 Visual Processes 85
John Everatt
Chapter 6 The Balance Model of Reading and Dyslexia 99
Jean Robertson and Dirk J. Bakker
Chapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115
Chris Singleton
Chapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131
Gerry Shiel
Part II Practice
Chapter 9 Issues for Assessment and Planning of Teaching and Learning 151
Janice Wearmouth and Gavin Reid
Chapter 10 Reading Processes, Acquisition, and Instructional Implications 167
Linnea C. Ehri
Chapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187
Rea Reason
Chapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201
Tony Cline
Chapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213
Janice Wearmouth
Chapter 14 Dealing with Diversity in the Primary Classroom—a Challenge for the Class Teacher 229
Margaret Crombie
Chapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241
Lindsay Peer and Gavin Reid
Chapter 16 Individual Education Plans and Dyslexia: Some Principles 251
Janet Tod
Chapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271
Bob Burden
Chapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285
Keith Topping
Chapter 19 Metacognition and Literacy 301
David Wray
Chapter 20 Critical Literacy and Access to the Lexicon 315
George Hunt
Chapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327
Fidelma Healy Eames
Subject Index 343
There are many examples of good practices in literacy which have not fully impacted upon the ways in which we teach children with dyslexia.
Dyslexia and Literacy: An Introduction to Theory and Practice provides the reader with an understanding of the most recent theoretical positions in dyslexia and literacy and how these may be applied in practice. The book critically considers the current notions of literacy, provides an understanding of literacy concepts and re-appraises what we mean by literacy. The implications of this for dyslexic children are immense as it means that assessment and support can be more embedded in the curriculum context.
The role of professionals such as learning support co-ordinators and educational psychologists are discussed within current legislative and theoretical frameworks. Classroom intervention and approaches to dealing with the diverse needs presented by dyslexic children are addressed by examining individual education plans and the development of differentiated curricula in schools.
Gavin Reid and Janice Wearmouth have assembled an international field of renowned experts whose text will be a core source for university students on reading and dyslexia courses and is a set book for Open University course E801. Trainee teachers, special educational needs co-ordinators and educational psychologists will also find this volume of great value.
Open University Set Book for course E801-Difficulties in Literacy Development
Produktdetaljer
Biografisk notat
Gavin Reid is a senior lecturer in the Faculty of Education, University of Edinburgh. He is an experienced teacher, educational psychologist, researcher and university lecturer. He has made over 200 keynote presentations throughout the UK and at conferences worldwide, including United States, Eastern and Western Europe, Scandinavia, New Zealand and Hong Kong. He is the author of a number of books on dyslexia and learning styles including Dyslexia: A Practitioner's Handbook (1998) and is co-author of Dyslexia in Adults: Education and Employment (2001), both published by Wiley/He is the course team which developed the joint Open University/University of Edinburgh course on Identifying and Addressing Difficulties in Literacy Development and has also a number of research and consultancy interests, including assessment, early literacy and dyslexia in adults.
Janice Wearmouth is a lecturer in the Faculty of Education and Language Studies at The Open University in the UK. She is an experienced teacher, researcher and author in the area of special educational needs and difficulties in literacy development. Her research interest include pupil self advocacy, the development and organization of special and/or additional provision for pupils who experience difficulties in learning in mainstream schools, and home-school literacy partnerships.
She is co-chair of the course team which developed and produced the Open University Course E801 Difficulties in Literacy Development in Collaboration with the University of Edinburgh.