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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 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. Combines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual's needs New and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia Assembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners 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 Author xiv Other Books by Gavin Reid xvi Foreword xviii Preface xxi Chapter 1 Defining Dyslexia 1 Defining Dyslexia 2 Purpose of Definitions 4 How Should We Define Dyslexia? 5 Definitions 7 Barriers to Implementing Policy 11 Rose Review and Dyslexia 11 Education for Learners with Dyslexia 12 Different Perspectives and Agenda 14 Points for Reflection 15 Chapter 2 Explaining Dyslexia: The Range of Research 17 Causal Modelling Framework 18 Genetic Factors 19 Neurobiological Factors 20 Visual and Temporal Processing 20 Magnocellular Visual System 20 Procedural Timing 22 Hemispheric Symmetry 23 Processing Speed 24 Phonological Processing 25 Phonological Awareness and Multisensory Programmes 25 Morphological Processing 26 Glue Ear 27 Cognitive Skills 29 Metacognition 29 Environmental Factors 29 Additional Language Learning 30 Dyslexia in Different Orthographies 31 Self?isclosure in Adults 33 Points for Reflection 34 Chapter 3 Assessment: Issues and Considerations 35 The Context 35 Assessment Aims 37 Discrepancy Criteria 37 Listening Comprehension 38 Componential Model of Reading 38 Curriculum Focus 39 Why an Assessment? 40 How? The Assessment Process 40 Effect of an Assessment 42 Assessment-Points to Consider 42 Some Other Considerations 42 Assessment and Inclusion 46 The Bilingual Learner 46 Points for Reflection 47 Chapter 4 Identifying Needs 48 The Context 48 Information Processing 49 Factors That Can Prompt Concern 50 Linking Assessment with Intervention and Support 52 Key Aspects of an IEP 52 The Ove...
