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Dyslexia: Integrating Theory & Practice

Dyslexia: Integrating Theory & Practice

Margaret J. Snowling, Michael Thomson

ISBN: 978-1-870-33247-7

Aug 1991

352 pages

Select type: Paperback


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This work brings together the papers to be presented at the Second International Conference of the British Dyslexia Association. This conference is intended to examine a variety of aspects of dyslexia, within the following general themes - education, language, biological bases, cognition, development of literacy and numeracy and and social and behavioural elements. The contreibutors are specialists in their fields.



Part 1: Biological bases.

Chapter 1 Genetics and Dyslexia: an overview - John C.DeFries.

Chapter 2 Neurobiological issues in dyslexia - Drake D. Duane.

Chapter 3 Vision and language - John F. Stein.

Chapter 4 EEG topographical mapping and laterality measures in dyslexic children - Georgina Rippon.

Part II: The normal development of literacy.

Chapter 5 The development of reading and spelling in children: an overview - Linnea Ehri.

Chapter 6 Spelling and sound in learning to read - Nick Ellis.

Chapter 7 Metaphonological abilities and literacy - Jose Morais.

Chapter 8Recent work on reading and spelling development - Usha Goswami.

Part III: The definition, nature and prevalence of dyslexia.

Chapter 9 The theoretical and practical consquences of discrepancy definitions of dyslexia - Keith E. Stanovich.

Chapter 10 On determining the prevalence of dyslexia - Tim R. Miles.

Chapter 11 Phonological and visual segmentation problems in poor readers - Rhona Brown and Frances Watson.

Part IV: Intervention: theoretical and practical issues.

Chapter 13 Dyslexia: the obvious and hidden speech and language disorder - Joy Stackhouse and Bill Wells.

Chapter 14 Visual dyslexia/auditory dyslexia: is this a valuable distinction? - Elaine Miles.

Chapter 15 Is medicinal treatment of dyslexia advisable - Colin Wilsher.

Part V: Intervention: empirical studies of teaching.

Chapter 16 The remediation of reading comprehension difficulties.

Chapter 17 The beneficial effect of accelerating reading rate: on dyslexic readers' reading comprehension - Zvia Breznitz.

Chapter 18 The teaching of spelling using techniques of simultaneous oral spelling and visual inspection - Michael Thomson.

Part VI: Intervention: the practical skills of dyslexic teaching.

Chapter 19 Factors to consider when designing a test protocol in mathematics for dyslexics - Steve J Chinn.

Chapter 20 Mathematics and dyslexics - after basics what then? - Anne Henderson.

Chapter 21 Communication and study skills at primary level - Patience Thomson.

Chapter 22 Curriculum-based study skills - Virginia Kelly.

Chapter 23 The road to reading: basic skills to college allowances - Arlene W. Sonday.

Chapter 24 Setting up a learning programme for adult dyslexics - Cynthia Klein.

Chapter 25 The dyslexic child's transfer of learning from the individual less to work in the classroom - Ann Cooke.

Chapter 26 The use of tape-recorders to develop speaking and listening skills - Jeanne Reilly.

Chapter 27 Pupil's self-evaluation as an aid to teaching handwriting - Jane Taylor.

Chapter 28 A multisensory approach towards reading music - Margaret Hubicki.