Franklin

Dyslexia : A Practitioner's Handbook.

Other records:
Author/Creator:
Reid, Gavin.
Edition:
5th ed.
Publication:
Hoboken : John Wiley & Sons, Incorporated, 2016.
Format/Description:
Book
1 online resource (505 pages)
Subjects:
Dyslexic children -- Education -- Handbooks, manuals, etc.
Form/Genre:
Electronic books.
Contents:
Intro
Dyslexia
Contents
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
Points for Reflection
Chapter 2 Explaining Dyslexia: The Range of Research
Causal Modelling Framework
Causal Modelling Framework: An Explanation
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
Points for Reflection
Chapter 3 Assessment: Issues and Considerations
The Context
Assessment Aims
Discrepancy Criteria
Listening Comprehension
Componential Model of Reading
Curriculum Focus
Why an Assessment?
How? The Assessment Process
Effect of an Assessment
Assessment-Points to Consider
Some Other Considerations
Self‐concept
The Role of Parents
Assessment and Inclusion
The Bilingual Learner
Points for Reflection
Chapter 4 Identifying Needs
The Context
Information Processing
Factors That Can Prompt Concern
Pre‐school
School Age
After Around 2 Years at School
Upper Primary
Secondary
Further and Higher Education
Workplace
Linking Assessment with Intervention and Support
Key Aspects of an IEP
The Overlap
Assessing Performances
Criteria: Summary
Whose Responsibility?.
Early Identification
Models of Identification
Expert/Intervention-Attainment
Discrepancy Model
Policy Model
Stage Process Model
Curriculum‐focused Model
Barriers to Learning
Whole-School Involvement
Early Warning Signs
Assessment/Consultancy with Management Team
Monitoring/Review Meeting
Points for Reflection
Chapter 5 Assessment: Approaches and Resources
The Use of Tests-Points to Ponder
Assessment and Information Processing
Cognitive Measures
Assessment of Processing Skills
Comprehensive Test of Phonological Processing (CTOPP-2)
Woodcock Reading Mastery Tests
Gray Oral Reading Tests (GORT-5)
Standardised/Psychometric Criteria
Standardisation
Psychometric
Wechsler Individual Achievement Test (WIAT-II and III)
Comment
Phonological Representation and Assessment
Screening
Curriculum Assessment
Miscue Analysis
Assessment in Context
Assessment for Learning
Principles of Formative Assessment in Practice
Metacognitive Assessment
Assisted Assessment
Multiple Intelligences Approaches
A Components Approach
Observational Assessment
Observational Framework
Attention
Organisation
Sequencing
Interaction
Language
Comprehension
Reading
Visual
Auditory
Motivation/Initiative
Self‐concept
Relaxation
Learning Preferences
Learning Context
Systematic Observation
Summary
Points for Reflection
Chapter 6 Reading-Social, Cultural and Government Perspectives
The Social Context for Literacy
Literacy and Culture
Defining Literacy
Critical Literacy
Engaging the Reader through Critical Literacy
Challenging Assumptions
Government Initiatives
Literacy Standards and International Comparisons
PISA Study
Literacy Initiatives
Points for Reflection
Chapter 7 The Acquisition of Literacy.
What is Reading?
Factors to Consider
Phonological Awareness
The Alphabetic System-Ehri
Reading as a Process
Reading Skills
Reading Practice
Developing Reading Skills
Key Factors
The Development of Reading
Developing Print Awareness
Visual Aspects
Role of Phonological Information
Phonological Representations and Dyslexia
Stages of Reading Development
Logographic Stage
Alphabetic Stage
Orthographic Stage
Limitations of the Stage Model of Reading
Reading and Memory
Relationship Between Phonology and Orthography
Dyslexia and Different Orthographies
Points for Reflection
Chapter 8 Reading Models and Methods
Bottom-Up and Top-Down Models
Connectionist Models
Balance Model of Reading
Method of Teaching Reading
Phonic Model
Look‐and‐Say Model
Language Experience Models
Developing Reading Skills
Teaching Reading-the Debate
Balanced Approach
Reading Interventions
Methodological Issues in Reading Intervention Research
Factors to Consider in Developing and Using Reading Approaches
The Literacy Experience
Framework for Teaching
Summary
Points for Reflection
Chapter 9 The Acquisition of Literacy: Spelling
Why is Spelling Difficult?
Systems Involved in Spelling
Phonological Systems
Spelling and Speech
Visual Systems
Homophones
Spelling Skills
Spelling Development
Spelling Policy
Spelling Strategies
Word Lists
Visual Strategies
Simultaneous Oral Spelling
Language Experience Approaches
Cued Spelling
Paired Spelling
Spelling Materials
The ACE Spelling Dictionary
Catchwords
Photocopiable Resources
Points for Reflection
Chapter 10 Expressive Writing
The Importance of Writing
Relationship Between Writing and Spelling
Expressive Writing: The Process.
Cognitive Skills Associated with Writing
Writing in the Curriculum
Developing Metacognitive Skills through Writing
Metacognitive Strategies for Writing
Strategies for Writing
My Favourite Things
Motivation and Writing
Planning
Pre-writing Framework
Ideas/Detail
Organisation
Voice
Word Choice
Sentence Fluency
Conventions
Presentation
Developing Ideas
Handwriting
Handwriting - Some Points to Consider
Dysgraphia
Summary
Points for Reflection
Chapter 11 Teaching Approaches: Points to Consider
Overview of Approaches
The Context
Assessment and the Curriculum
The Learner
Programmes and Approaches-Some Considerations
Automaticity, Overlearning and Structure
Structure
Overlearning
Principles
Issues
Points for Reflection
Chapter 12 Supporting Literacy: Individualised Programmes
Criteria for Selection
Individualised Programmes
Orton-Gillingham (OG)
The Hickey Multisensory Language Course
Bangor Dyslexia Teaching System
Letterland
Reading Recovery
Identification
Evaluation of Reading Recovery
Toe by Toe: Multisensory Manual for Teachers and Parents
Alternative Approaches
Dietary Approaches
Exercise and Movement
The Inhibition of Primitive Reflexes
Educational Kinesiology
Comment on Alternative Interventions
Comment-Issues to Consider
Points for Reflection
Chapter 13 Supporting Literacy: Approaches and Strategies
Phonics Instructional Approaches
Jolly Phonics
Ann Arbor Publications
Interactive Literacy Games
Visual Stress
Smart Kids
Language Experience
Other Support Approaches
THRASS
Units of Sound
TextHelp
Inspiration
Phonological Approaches
Sound Linkage
Phonological Awareness Procedure
Phonic Code Cracker
High-Interest Books-History.
Barrington Stoke (www.barringtonstoke.com)
Start to Finish Books
Differentiated Texts
Visual Factors
The Use of Visual Skills
Motor Aspects
Assisted Learning
Paired‐reading
Evaluation of Paired‐Reading as a Strategy
Comment
Summary
Points for Reflection
Chapter 14 Supporting Learning
Effective Learning
Key Points about Learning
The Learning Process
Realising Potential
Zone of Proximal Development
Developing Learning Skills
Learning Strategies
Multiple Intelligences
Study Skills
Set Goals
Feedback
Memory-Some Strategies
The Role of Self-esteem
Creativity and the 'Gifted' Dyslexic Student
Summary
Points for Reflection
Chapter 15 Inclusion: Curriculum Access
The Context
Responding to the Diverse Needs of Students
The Challenges
Individual Needs and Meeting the Needs of All
Meeting Curriculum Objectives
Index for Inclusion
Tensions and Contradictions
Assessment, Need and Accountability
Removing Barriers to Achievement
Interventions and Inclusion
The Debate
Implications
Making the School Inclusive
The Index for Inclusion Network
Equity
Principles of Inclusion
An Inclusive School
Healthy Schools
Supporting Inclusion
Staff Support and Training
Student Advocacy
Self‐advocacy: Challenge or Threat?
Dyslexia and Self-advocacy
Staff Support
Key Factors
Points for Reflection
Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum
Responsibility
Features of Secondary Schools
Differentiation and Curricular Development
Differentiation and Assessment
Subject Areas
Mathematics
Music
Science Subjects
Physics
English
Essay and Report Writing
Additional Language Learning
Social Subjects
Multiple Intelligences in Secondary Schools
Physical Education.
Staff Development.
Notes:
Description based on publisher supplied metadata and other sources.
Local notes:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Other format:
Print version: Reid, Gavin Dyslexia
ISBN:
9781118980118
9781118980040
OCLC:
923017666
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