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Dyslexia in Practice : A Guide for Teachers - Janet Townend

Dyslexia in Practice

A Guide for Teachers

By: Janet Townend (Editor), Martin Turner (Editor)

Paperback Published: 30th September 2000
ISBN: 9780306462528
Number Of Pages: 349

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Dyslexia is a specific learning difficulty that hinders the learning of literacy skills. This problem with managing verbal codes in memory is neurologically based and tends to run in families. Other symbolic systems, such as mathematics and musical notation, can also be affected. Dyslexia can occur at any level of intellectual ability. It can accompany, but is not a result of, lack of motivation, emotional disturbance, sensory impairment or meagre opportunities. The effects of dyslexia can be alleviated by skilled specialist teaching and committed learning. Moreover many dyslexic people have visual and spatial abilities which enable them to be successful in a wide range of careers.
The appearance of this book .. is to be welcomed. It represents a full statement of the best practice to be found in the many kinds of intervention that are conducted with dyslexic students. It addresses some fundamental questions that are seldom asked and much of what the skilled teacher knows and does is set down here in print for the first time.
From the Preface:
`Collectively, the chapters provide a synthesis of current practice focusing on how to assess and treat the symptoms of dyslexia, guided by a proper understanding of the cognitive and linguistic weaknesses that underpin the condition. The book makes clear that the backbone of intervention for dyslexia is a highly structured multisensory approach that teaches reading and spelling skills at the appropriate rate. However, it is also explicit in pointing out that such a programme must be delivered with due attention to individual differences in the other cognitive skills that contribute to literacy development, and take account of the learner's style, interests and not least their confidence and self-esteem.
This book provides an important resource for teachers who wish to become competent in the skills required for the assessment, teaching, supporting and counselling of dyslexic people in a variety of settings. It promises to reach many teachers and in turn, their students and families'.
Margaret J. Snowling, University of York, UK

Industry Reviews

`...One of the strengths of this book is its basis in extensive and in-depth educational practice... In this book one finds many promising practices clearly described. The Editors are to be congratulated for undertaking a difficult but valuable task in what continues to be a controversial field...'
Peter D. Pumfrey in The Psychology of Education Review, 26:1

Phonological Awareness and Other Foundation Skills of Literacyp. 1
Introductionp. 1
Defining the Termsp. 2
The Research Backgroundp. 3
How Do these Skills Relate to Literacy?p. 6
How Do these Difficulties Relate to Dyslexia?p. 8
The Range of Skills: The Range of Difficultiesp. 9
Early Identification of Dyslexiap. 13
How Do the Principles of Specialist Teaching Relate to these Skills?p. 18
Teaching the Foundation Skillsp. 20
Conclusionp. 27
Referencesp. 27
Spoken Languagep. 31
Introductionp. 31
Spoken Language Developmentp. 31
The Structure of Languagep. 34
Spoken Language Difficulties of the Dyslexic Studentp. 39
Assessmentp. 39
Practical Suggestions for Addressing Spoken Language Deficitsp. 44
Conclusionp. 54
Referencesp. 54
The Bilingual Dyslexic Child: An Overview of Some of the Problems Encounteredp. 57
Introductionp. 57
Global Concernsp. 57
What is Bilingualism?p. 58
Bilingualism in Maltap. 58
Bilingualism and Dyslexiap. 58
Learning Disability or Limited Exposure to the English Language?p. 60
Assessment Measuresp. 61
Case Studiesp. 63
Conclusionp. 64
Referencesp. 65
From Assessment to Teaching: Building a Teaching Program from a Psychological Assessmentp. 67
Introductionp. 67
Can a Special Education Teacher Perform a Psychological Assessment?p. 68
The Place of Assessment in Guided Teachingp. 69
The Place of Intelligence Quotient Testsp. 69
Development and the Profile of Strengths and Weaknessesp. 72
The Survey of Attainmentsp. 75
Interpreting the Psychologist's Reportp. 76
The Value of Early Interventionp. 76
Building a Successful Teaching Programp. 77
The Individual's Attitude to His or Her Learning Difficultyp. 83
Liaison with the Student's Schoolp. 84
The Use of Scarce Timep. 84
Two Case Studiesp. 86
Summaryp. 89
Referencesp. 90
Teaching Basic Reading and Spellingp. 93
Introductionp. 93
The Normal Acquisition of Literacyp. 94
The Dyslexic Learnerp. 95
Principles of Multisensory Teachingp. 99
Learning the Structure of English Spellingp. 101
Structured Language Programsp. 109
The Lessonp. 114
Problems and Solutionsp. 116
Choosing or Making Materials for Dyslexic Students to Readp. 121
Timingp. 122
Spelling in Prosep. 124
Proofreadingp. 125
Is Structured, Cumulative, Multisensory Teaching Effective?p. 127
Summaryp. 127
Teaching Resourcesp. 128
Referencesp. 129
Developing Writing Skillsp. 131
Introductionp. 131
Mechanical Aspectsp. 133
Writing to Communicatep. 140
Writing with Information Communication Technology (I.C.T.)p. 150
Learning to Write: Writing to Learnp. 152
Referencesp. 152
Using Literacy Development Programsp. 155
Introductionp. 155
Developing Basic Literacy Skills--Active Literacy Kitp. 156
Lucyp. 158
Units of Sound: Audiovisual Programp. 163
Units of Sound: Multimedia Version 2p. 167
Philipp. 170
Developing Literacy for Study and Work: A Program for Teenagers and Adultsp. 173
Georgep. 175
Conclusionp. 181
Resource Materialsp. 181
Referencesp. 181
Higher Level Literacy Skillsp. 183
Introductionp. 183
What are the Higher Level Literacy Skills?p. 183
Literature Reviewp. 185
The Late Manifestation of Literacy Difficultiesp. 190
Readingp. 191
Higher Level Spelling Skillsp. 198
Higher Level Writing Skillsp. 203
Summaryp. 205
Referencesp. 206
The Learning Skillsp. 209
An Introduction to Organizationp. 209
The Organization of Readingp. 211
The Organization of Wordsp. 216
The Organization of Writingp. 221
Memory: Putting It Inp. 225
Memory: Keeping It Inp. 236
Memory: Pulling It Outp. 239
Metacognitionp. 242
Referencesp. 249
Students, Dyslexia, and Mathematicsp. 251
Introductionp. 251
Problems for Dyslexic Pupilsp. 252
Testing and Assessmentp. 255
How Can We Help?p. 258
What Can Parents Do?p. 260
Conclusionp. 261
Referencesp. 261
Information and Communication Technology and Dyslexiap. 263
Introductionp. 263
Advantages of Information and Communication Technologyp. 264
Hardwarep. 264
Hardware and Softwarep. 265
Softwarep. 265
Keyboard Skillsp. 269
Core Teaching Programsp. 270
Internetp. 271
Conclusionp. 272
Referencesp. 272
The Challenge of Dyslexia in Adultsp. 273
Introductionp. 273
Some Possible Causes and Consequencesp. 274
The Effect Dyslexia Can Have on the Adultp. 276
Identifying Dyslexia in Adultsp. 279
Negotiating Learning Programsp. 283
Teaching Dyslexic Adultsp. 284
Teaching Spellingp. 288
Teaching Readingp. 292
A Word about Numberp. 294
Functional Literacyp. 295
Monitoring Progressp. 296
A Model for Developing a Dyslexia Policy in Industryp. 298
Some Suggestions for a Dyslexia Policy at a Universityp. 299
Conclusionp. 300
Referencesp. 301
The Multisensory Spelling Programp. 303
Double Vowel Power and Suffixing Logicp. 306
Multisensory Meaningsp. 310
The Dyslexic Child at School and at Homep. 311
The Dyslexic Child in Schoolp. 311
The Dyslexic Child at Homep. 325
Appendixp. 338
Resourcesp. 339
Referencesp. 340
About the Authorsp. 341
Author Indexp. 343
Subject Indexp. 345
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780306462528
ISBN-10: 0306462524
Audience: General
Format: Paperback
Language: English
Number Of Pages: 349
Published: 30th September 2000
Publisher: Springer Science+Business Media
Country of Publication: US
Dimensions (cm): 23.32 x 15.44  x 1.88
Weight (kg): 0.5

Earn 408 Qantas Points
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