{"product_id":"dyslexia-and-literacy-isbn-9780471486343","title":"Dyslexia and Literacy","description":"\u003ci\u003eDyslexia and Literacy\u003c\/i\u003e provides a comprehensive, practical introduction for all professionals seeking an understanding of dyslexia in children. Divided into four parts, the book firstly introduces the various theoretical perspectives and follows this up with identification and assessment techniques with an emphasis on practical, classroom related issues. The third part of the text covers topics related to the school curriculum and a final section covers issues that relate to the learning process. \u003cp\u003eAbout the Editors vii\u003c\/p\u003e \u003cp\u003eAbout the Contributors ix\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I \u003c\/b\u003eTheory\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Dyslexia and Literacy: Key Issues for Research 11\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAngela J. Fawcett\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 The Neurobiology of Dyslexia 29\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDeborah F. Knight and George W. Hynd\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Resolving the Paradoxes of Dyslexia 45\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eUta Frith\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Hatcher and Margaret J. Snowling\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Visual Processes 85\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJohn Everatt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 The Balance Model of Reading and Dyslexia 99\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJean Robertson and Dirk J. Bakker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eChris Singleton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGerry Shiel\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Practice\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Issues for Assessment and Planning of Teaching and Learning 151\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanice Wearmouth and Gavin Reid\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Reading Processes, Acquisition, and Instructional Implications 167\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLinnea C. Ehri\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRea Reason\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eTony Cline\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanice Wearmouth\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Dealing with Diversity in the Primary Classroom—a Challenge for the Class Teacher 229\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMargaret Crombie\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLindsay Peer and Gavin Reid\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Individual Education Plans and Dyslexia: Some Principles 251\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJanet Tod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBob Burden\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKeith Topping\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Metacognition and Literacy 301\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDavid Wray\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 Critical Literacy and Access to the Lexicon 315\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGeorge Hunt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eFidelma Healy Eames\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eSubject Index 343\u003c\/p\u003e \"...anyone interested in exploring more fundamental sensorydeficits as a possible cause of dyslexia, along with theoreticalhypotheses, should read [this book]...\" (Times EducationalSupplement, 3 October 2003)\u003cbr\u003e \u003cbr\u003e \"...of interest to students in initial teachertraining...of value to teachers in inclusive schools...\"(Educational Review, Vol 56(1), Feb 2004) \u003cb\u003eGavin Reid\u003c\/b\u003e is a senior lecturer in the Faculty of Education, University of Edinburgh. He is an experienced teacher, educational psychologist, researcher and university lecturer. He has made over 200 keynote presentations throughout the UK and at conferences worldwide, including United States, Eastern and Western Europe, Scandinavia, New Zealand and Hong Kong. He is the author of a number of books on dyslexia and learning styles including \u003ci\u003eDyslexia: A Practitioner's Handbook\u003c\/i\u003e (1998) and is co-author of \u003ci\u003eDyslexia in Adults: Education and Employment\u003c\/i\u003e (2001), both published by Wiley\/\u003cbr\u003eHe is the course team which developed the joint Open University\/University of Edinburgh course on Identifying and Addressing Difficulties in Literacy Development and has also a number of research and consultancy interests, including assessment, early literacy and dyslexia in adults. \u003cp\u003e\u003cb\u003eJanice Wearmouth\u003c\/b\u003e is a lecturer in the Faculty of Education and Language Studies at The Open University in the UK. She is an experienced teacher, researcher and author in the area of special educational needs and difficulties in literacy development. Her research interest include pupil self advocacy, the development and organization of special and\/or additional provision for pupils who experience difficulties in learning in mainstream schools, and home-school literacy partnerships.\u003cbr\u003eShe is co-chair of the course team which developed and produced the Open University Course E801 Difficulties in Literacy Development in Collaboration with the University of Edinburgh.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThere are many examples of good practices in literacy which have not fully impacted upon the ways in which we teach children with dyslexia.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDyslexia and Literacy: An Introduction to Theory and Practice\u003c\/i\u003e provides the reader with an understanding of the most recent theoretical positions in dyslexia and literacy and how these may be applied in practice. The book critically considers the current notions of literacy, provides an understanding of literacy concepts and re-appraises what we mean by literacy. The implications of this for dyslexic children are immense as it means that assessment and support can be more embedded in the curriculum context.\u003c\/p\u003e \u003cp\u003eThe role of professionals such as learning support co-ordinators and educational psychologists are discussed within current legislative and theoretical frameworks. Classroom intervention and approaches to dealing with the diverse needs presented by dyslexic children are addressed by examining individual education plans and the development of differentiated curricula in schools.\u003c\/p\u003e \u003cp\u003eGavin Reid and Janice Wearmouth have assembled an international field of renowned experts whose text will be a core source for university students on reading and dyslexia courses and is a set book for Open University course E801. Trainee teachers, special educational needs co-ordinators and educational psychologists will also find this volume of great value.\u003c\/p\u003e \u003cp\u003eOpen University Set Book for course E801-Difficulties in Literacy Development\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989093597413,"sku":"NP9780471486343","price":57.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780471486343.jpg?v=1761782768","url":"https:\/\/k12savings.com\/es\/products\/dyslexia-and-literacy-isbn-9780471486343","provider":"K12savings","version":"1.0","type":"link"}