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
Autorentext
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.
Inhalt
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-disclosure 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 Overlap 53
Assessing Performances 53
Criteria: Summary 54
Whose Responsibility? 57
Early Identification 57
Models of Identification 59
Expert/Intervention-Attainment 59
Barriers to Learning 63
Whole-School Involvement 64
Points for Reflection 65
Chapter 5 Assessment: Approaches and Resources 66
The Use of Tests-Points to Ponder 67
Assessment and Information Processing 67
Cognitive Measures 68
Assessment of Processing Skills 69
Comprehensive Test of Phonological Processing (CTOPP-2) 70
Woodcock Reading Mastery Tests 71
Gray Oral Reading Tests (GORT-5) 71
Standardised/Psychometric Criteria 71
Standardisation 72
Psychometric 73
Wechsler Individual Achievement Test (WIAT-II and III) 74
Comment 74
Phonological Representation and Assessment 75
Screening 76
Curriculum Assessment 79
Miscue Analysis 80
Assessment in Context 81
Assessment for Learning 82
Metacognitive Assessment 83
Multiple Intelligences Approaches 85
A Components Approach 86
Observational Assessment 88
Observational Framework 88
Systematic Observation 92
Summary 93
Points for Reflection 94
Chapter 6 Reading-Social, Cultural and Government Perspectives 95
The Social Context for Literacy 95
Literacy and Culture 95
Defining Literacy 96
Critical Literacy 98
Challenging Assumptions 101
Government Initiatives 102
Literacy Standards and International Comparisons 104
PISA Study 106
Literacy Initiatives 106
Points for Reflection 107
Chapter 7 The Acquisition of Literacy 108
What is Reading? 108
Factors to Consider 109
Reading as a Process 110
Reading Skills 111
Reading Practice 112
Developing Reading Skills 112
Key Factors 112
The Development of Reading 114
Stages of Reading Development 117
Limitations of the Stage Model of Reading 119
Reading and Memory 120
Relationship Between Phonology and Orthography 120
Dyslexia and Different Orthographies 121
Points for Reflection 122
Chapter 8 Reading Models and Methods 123
Bottom-Up and Top-Down Models 123
Connectionist Models 125
Balance Model of Reading 126
Method of Teaching Reading 127
Developing Reading Skills 131
Teaching Reading-the Debate 132
Reading Interventions 135
Methodological Issues in Reading Intervention Research 137
Factors to Consider in Developing and Using Reading Approaches 138
The Literacy Experience 141
Framework for Teaching 142
Summary 143
Points for Reflection 144
Chapter 9 …