Dyslexia

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

Auteur

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.

Texte du rabat

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.

Contenu

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

Selfdisclosure 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

AssessmentPoints 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/InterventionAttainment 59

Barriers to Learning 63

WholeSchool Involvement 64

Points for Reflection 65

Chapter 5 Assessment: Approaches and Resources 66

The Use of TestsPoints to Ponder 67

Assessment and Information Processing 67

Cognitive Measures 68

Assessment of Processing Skills 69

Comprehensive Test of Phonological Processing (CTOPP2) 70

Woodcock Reading Mastery Tests 71

Gray Oral Reading Tests (GORT5) 71

Standardised/Psychometric Criteria 71

Standardisation 72

Psychometric 73

Wechsler Individual Achievement Test (WIATII 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 ReadingSocial, 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...