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Dyslexia and Literacy: Theory and Practice



Dyslexia and Literacy: Theory and Practice

Gavin Reid (Editor), Janice Wearmouth (Editor)

ISBN: 978-0-471-48634-3 October 2002 368 Pages


Dyslexia and Literacy provides a comprehensive, practical introduction for all professionals seeking an understanding of dyslexia in children. Divided into four parts, the book firstly introduces the various theoretical perspectives and follows this up with identification and assessment techniques with an emphasis on practical, classroom related issues. The third part of the text covers topics related to the school curriculum and a final section covers issues that relate to the learning process.
Dyslexia and Literacy (Angela J. Fawcett);
The neurobiology of dyslexia (Deborah F. Knight and George W.Hynd);
Resolving the paradoxes of dyslexia (Uta Frith);
The phonological representations hypothesis of dyslexia(JanetHatcher and Marqaret J. Snowling);
Visual Processes (John Everatt);
The Balance Model of Reading and Dyslexia (Jean Robertson and DirkJ. Bakker);
Cognitive factors and Implications for Literacy (ChrisSingleton);
Literacy standards and factors affecting literacy: what nationaland international assessments tell us (Gerry Shiel);
Issues for assessment and planning of teaching and learning (GavinReid 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 anadditional language (Tony Cline);
The Role of the learning support co-ordinator (JaniceWearmouth);
Dealing with diversity in the primary classroom (MargaretCrombie);
Challenges in the secondary school (Lindsay Peer and GavinReid);
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)
"...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)

"...of interest to students in initial teachertraining...of value to teachers in inclusive schools..."(Educational Review, Vol 56(1), Feb 2004)
  • Comprehensive - most books don't include both theory and practice
  • Emphasis on practical, classroom related issues
  • Includes contributions by practitioners