Description
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 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. 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 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 Assessment and Inclusion The Bilingual Learner Chapter 4 Identifying Needs The Context Information Processing Factors that can Prompt Concern 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 Barriers to Learning Whole-school Involvement Chapter 5 Assessment: Approaches and Resources The Use of Tests–Points 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 Assessment for Learning Metacognitive Assessment Multiple Intelligences Approaches A Components Approach Observational Assessment Observational Framework Systematic Observation Summary Chapter 6 Reading–Social, 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 Chapter 8 Reading Models and Methods Bottom-Up and Top Down Models Connectionist Models Balance Model of Reading Method of Teaching Reading Developing Reading Skills Teaching Reading–the Debate Reading Interventions Methodological Issues in Reading Intervention Research Factors to Consider in Developing and Using Reading Approaches The Literacy Experience Framework for Teaching Summary Chapter 9 The Acquisition of Literacy: Spelling Why is Spelling Difficult? Systems Involved in Spelling Spelling Skills Spelling Development Spelling Policy Spelling Strategies Spelling Materials 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 Motivation and Writing Planning Pre-writing Framework Developing Ideas Handwriting Summary Chapter 11 Teaching Approaches: Points to Consider The Context Assessment and the Curriculum The Learner Programmes and Approaches–Some Considerations Over-learning Principles Issues Chapter 12 Supporting Literacy: Individualised Programmes Criteria for Selection Orton-Gillingham Procedure The Hickey Multisensory Language Course Bangor Dyslexia Teaching System Letterland Reading Recovery Toe By Toe: Multisensory Manual for Teachers and Parents Alternative Approaches Comment–Issues to Consider Chapter 13 Supporting Literacy: Approaches and Strategies Phonics Instructional Approaches Language Experience Other Support Approaches Phonological Approaches High-interest Books–History Barrington Stoke Start to Finish Books Differentiated Texts Visual Factors Motor Aspects Assisted Learning Summary 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 Chapter 15 Inclusion: Curriculum Access The Context Responding to the Diverse Needs of Students The Challenges Meeting Curriculum Objectives Index for Inclusion Tensions and Contradictions Assessment, Need and Accountability Removing Barriers to Achievement Interventions and Inclusion Making the School Inclusive Equity Principles of Inclusion An Inclusive School Healthy Schools Supporting Inclusion Staff Support and Training Student Advocacy Dyslexia and Self-advocacy Staff Support Key Factors Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum Responsibility Features of Secondary Schools Differentiation and Curricular Development Differentiation and Assessment Subject Areas Multiple Intelligences in Secondary Schools Physical Education Staff Development Challenges: Key Areas Chapter 17 Inclusion: Further and Higher Education and the Workplace Further and Higher Education The Workplace Concluding Comment Chapter 18 The Role of Parents Parental Concerns Parental Support Parents’ Challenges Parents as Partners Chapter 19 Multilingualism: Challenges and Responses Background and Context Cultural Factors Identification Culture-fair assessment Teaching Key Principles Metacognitive awareness/schema Concluding points Chapter 20 The Overlap – Dyslexia: Attention, Coordination, Auditory Processing and Numeracy Introduction The Overlap Dilemma Attention Issues Identifying and Defining Attention Difficulties Intervention ADHD and Creativity Coordination, Movement and Handwriting Characteristics Intervention Strategies – 15 Tasks to Try Handwriting Dysgraphia Strategies Early Intervention Auditory Processing Diagnosis and Overlap Management of APD Intervention Difficulty with numbers Introduction and definition Reading in Mathematics Diagnosing Dyscalculia Intervention Chapter 21 The Use of Computers and Technology Introduction Approaches using New Technology Resources – computer programmes British Dyslexia Association New Technologies Committee Chapter 22 ‘Sunny side up’ Positive Dyslexia The background Five key factors How dyslexia affects children’s learning Metacognition Encourage creativity Provide feedback to students about their own personal progress Encourage self-assessment Develop student responsibility Enhancing creativity – case study Concluding comment Appendix 1 Some tests for Dyslexia that can be used by teachers Test of Phonological Awareness-Second Edition: PLUS (TOPA-2+) Comprehensive Test of Phonological Processing (CTOPP) Launch into Reading Success–Test of Phonological Awareness GORT-5: Gray Oral Reading Tests, Fifth Edition TOWRE -2–Test of Word Reading Efficiency 2nd edition WIST (Word Identification and Spelling Test) DIBELS Bangor Dyslexia Screening Test Dyslexia Screening Test (DST-J) – Junior Dyslexia Screening Test (DST-S) – Secondary Dyslexia Screener – Granada Learning Cognitive Profiling System (CoPS Version 5.1 (2010)) Special Needs Assessment Profile (SNAP – SpLD Version 3 and 3.5) Special Needs Assessment Profile – Behaviour (SNAP -B) Special Needs Assessment Profile -SNAP together SNAP-B and SNAP-SpLD combined Wechsler Individual Achievement Test (WIAT-II UK) for Teachers Wechsler Individual Achievement Test (WIAT-III USA and Canada) Phonological Assessment Battery revised (PhAB -2) HAST-2 Helen Arkell Spelling Test Wide Range Achievement Test (WRAT 4) Wide Range Assessment of Memory and Learning, Second Edition (WRAML- 2) Test of Auditory Processing Skills – 3 (TAPS-3) Appendix 2 Further Contacts N. and S. America and Canada Australia and New Zealand Europe Middle East Asia Africa Other Websites Organisations Articles and Reviews about Dyslexia Literacy References Index
