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Dyslexia

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The main purpose of this new edition is to incorporate the most recent theoretical and practical research in the field of dyslexia... Weiterlesen
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Beschreibung

The main purpose of this new edition is to incorporate the most recent theoretical and practical research in the field of dyslexia and literacy and present it in a user friendly format for Practitioners. It refers to the most recent government reports on literacy and dyslexia in a number of countries such as, USA, UK, Canada, New Zealand and Australia. Each chapter has a summary at the start and, at the end, key points and 'points to consider' are looked at.

Dr Gavin Reid is a consultant on learning disabilities at the Centre for Child Evaluation and Teaching (CCET) in Kuwait, and an independent educational psychologist in Vancouver, Canada. He is also co-founder and director of the Red Rose School for children with specific learning difficulties, St Annes-on-Sea, Lancashire, UK. He was formally senior lecturer at Moray House School of Education, University of Edinburgh, UK.  

Autorentext
Dr Gavin Reid is a consultant on learning disabilities at the Centre for Child Evaluation and Teaching (CCET) in Kuwait, and an independent educational psychologist in Vancouver, Canada. He is also co-founder and director of the Red Rose School for children with specific learning difficulties, St Annes-on-Sea, Lancashire, UK. He was formally senior lecturer at Moray House School of Education, University of Edinburgh, UK.

Inhalt
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.

Points to Consider.

Discrepancy Criteria.

Listening Comprehension.

Componential Model of Reading.

Curriculum Focus.

Why an Assessment?

Howthe Assessment Process.

Effect of an Assessment.

AssessmentPoints to Consider.

Some Other Considerations.

Assessment and Inclusion.

The Bilingual Learner.

Chapter 4 Identifying Needs.

Factors that can Prompt Concern.

Linking Assessment with the Planning of Intervention.

Comorbidity.

Assessing Performances.

Criteria: Summary.

Whose Responsibility.

Early Identification.

Models of Identification.

Expert/InterventionAttainment.

Barriers to Learning.

Whole-school Involvement.

Chapter 5 Assessment: Approaches and Resources.

The Use of TestsPoints 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.

Metacognitive Assessment.

Multiple Intelligences Approaches.

A Components Approach.

Observational Assessment.

Observational Framework.

Systematic Observation.

Summary.

Chapter 6 ReadingSocial, 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.

Stages of Reading Development.

Limitations of the Stage Model of Reading.

Reading and Memory.

Relationship between Phonology and Orthography.

Dyslexia and Different Orthographies.&l...

Produktinformationen

Titel: Dyslexia
Untertitel: A Practitioner's Handbook
Autor:
EAN: 9780470745496
ISBN: 978-0-470-74549-6
Digitaler Kopierschutz: Adobe-DRM
Format: E-Book (pdf)
Herausgeber: Wiley
Genre: Pädagogik
Anzahl Seiten: 408
Veröffentlichung: 18.08.2009
Jahr: 2009
Auflage: 4. Aufl.
Untertitel: Englisch
Dateigrösse: 2.2 MB