Dyslexia - A Practitioner''s Handbook

Informationen zum Autor 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. Klappentext Now fully updated in its Fifth Edition, Gavin Reid's best-selling handbook remains an essential resource in the fields of education and literacy. As in previous editions, theoretical explanations and the latest research are linked with practical solutions for helping dyslexic individuals of all ages. The book focuses on inclusion and meeting the individual's need within the mainstream educational system, but also addresses options for specialized provision. Chapters cover the basics of dyslexia, assessment issues and approaches, needs identification, the acquisition of literacy, strategies for supporting learning, and more.The Fifth Edition contains new coverage of multilingualism, the use of technology, co-existing conditions (including dyspraxia, dyscalculia, and ADHD), and positive dyslexia. It also adopts a more international focus by assembling the latest policies and best practices from around the world, including Asia, the Middle East, Canada, Australia, and Europe. Filled with practical suggestions, learning summaries, and helpful activities for readers, this comprehensive and accessible explanation of the latest debates and developments in dyslexia continues to inform and support practitioners and trainees in the field. Zusammenfassung 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. Inhaltsverzeichnis About the AuthorOther Books by Gavin ReidForewordPrefaceChapter 1 Defining DyslexiaDefining DyslexiaPurpose of DefinitionsHow Should We Define Dyslexia?DefinitionsBarriers to Implementing PolicyRose Review and DyslexiaEducation for Learners with DyslexiaDifferent Perspectives and AgendaChapter 2 Explaining Dyslexia: The Range of ResearchCausal Modelling FrameworkGenetic FactorsNeurobiological FactorsVisual and Temporal ProcessingMagnocellular Visual SystemProcedural TimingHemispheric SymmetryProcessing SpeedPhonological ProcessingPhonological Awareness and Multisensory ProgrammesMorphological ProcessingGlue EarCognitive SkillsMetacognitionEnvironmental FactorsAdditional Language LearningDyslexia in Different OrthographiesSelf-disclosure in AdultsChapter 3 Assessment: Issues and ConsiderationsThe ContextAssessment AimsDiscrepancy CriteriaListening ComprehensionComponential Model of ReadingCurriculum FocusWhy an Assessment?How--the Assessment ProcessEffect of an AssessmentAssessment--Points to ConsiderSome Other ConsiderationsAssessment and InclusionThe Bilingual LearnerChapter 4 Identifying NeedsThe ContextInformation ProcessingFactors that can Prompt ConcernLinking Assessment with Intervention and SupportKey aspects of an IEPThe OverlapAssessing PerformancesCriteria: Summary...

List of contents

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
 
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Product details

• Authors: G Reid, Gavin Reid, Gavin (Heriot Watt University Reid
• Publisher: Wiley, John and Sons Ltd
• Languages: English
• Product format: Hardback
• Released: 18.03.2016
• EAN: 9781118980040
• ISBN: 978-1-118-98004-0
• No. of pages: 502
• Subjects: Humanities, art, music > Education > Special education; Natural sciences, medicine, IT, technology > Medicine > Medical professions; Legasthenie, Psychologie, Education, Bildungswesen, Psychology, Dyslexie, Entwicklungsstörungen, Developmental Disorders, Educational & School Psychology, Erziehungs- u. Schulpsychologie, Lesefähigkeit u. Dyslexie, Reading & Dyslexia