Dyslexia & Literacy - Theory & Practice
October 2002, ©2002
The neurobiology of dyslexia (Deborah F. Knight and George W. Hynd);
Resolving the paradoxes of dyslexia (Uta Frith);
The phonological representations hypothesis of dyslexia(Janet Hatcher and Marqaret J. Snowling);
Visual Processes (John Everatt);
The Balance Model of Reading and Dyslexia (Jean Robertson and Dirk J. Bakker);
Cognitive factors and Implications for Literacy (Chris Singleton);
Literacy standards and factors affecting literacy: what national and international assessments tell us (Gerry Shiel);
Issues for assessment and planning of teaching and learning (Gavin Reid and Janice Wearmouth);
Reading processes, acquisition, and instructional implications (Linnea C. Ehri);
From assessment to intervention (Rea Reason);
Issues in the assessment of children learning English as an additional language (Tony Cline);
The Role of the learning support co-ordinator (Janice Wearmouth);
Dealing with diversity in the primary classroom (Margaret Crombie);
Challenges in the secondary school (Lindsay Peer and Gavin Reid);
Individual Education Plans and dyslexia (Janet Tod);
A cognitive approach to dyslexia (Bob Burden);
Paired thinking (Keith Topping);
Metacognition and literacy (David Wray);
Critical literacy and access to the lexicon (George Hunt);
Changing definitions and concepts of literacy (Fidelma Healy Eames)
Comprehensive - most books don't include both theory and practice
- Emphasis on practical, classroom related issues
- Includes contributions by practitioners
"…of interest to students in initial teacher training…of value to teachers in inclusive schools…" (Educational Review, Vol 56(1), Feb 2004)
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