{"product_id":"dyslexia-isbn-9781861560391","title":"Dyslexia","description":"This highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.  Preface to the First Edition.  \u003cp\u003ePreface to th Second Edition.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Introduction.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistorical context and definition.\u003c\/p\u003e \u003cp\u003eFeatures of dyslexia.\u003c\/p\u003e \u003cp\u003eDyslexia as a syndrome.\u003c\/p\u003e \u003cp\u003eCauses of dyslexia.\u003c\/p\u003e \u003cp\u003eReading and spelling development.\u003c\/p\u003e \u003cp\u003eAssessment and teaching.\u003c\/p\u003e \u003cp\u003eAddendum: Dyslexia and the 1981 Education Act.\u003c\/p\u003e \u003cp\u003eCode of Practice.\u003c\/p\u003e \u003cp\u003eIndividual Educational Plans.\u003c\/p\u003e \u003cp\u003eDyslexia and the National Curriculum.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Making a Start.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSetting up a dyslexia unit.\u003c\/p\u003e \u003cp\u003ePriniples of teaching.\u003c\/p\u003e \u003cp\u003eGeneral classroom procedures.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 From Spoken to Written Language.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eLinguistic knowledge required by child and teacher.\u003c\/p\u003e \u003cp\u003eWritten language structure.\u003c\/p\u003e \u003cp\u003eTeaching techniques.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Reading.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eUse of word lists.\u003c\/p\u003e \u003cp\u003eSyllable analysis.\u003c\/p\u003e \u003cp\u003eDeveloping reading skills.\u003c\/p\u003e \u003cp\u003eListening to dyslexics read.\u003c\/p\u003e \u003cp\u003eWritten language structure and meaning.\u003c\/p\u003e \u003cp\u003eChoosing a book.\u003c\/p\u003e \u003cp\u003eUseful reading schemes.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Spelling.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eTeaching techniques for spelling.\u003c\/p\u003e \u003cp\u003eSpelling rules.\u003c\/p\u003e \u003cp\u003eUsing dictionaries.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Writing.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHandwriting.\u003c\/p\u003e \u003cp\u003eEssay writing.\u003c\/p\u003e \u003cp\u003eGrammar.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 The Older Student.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChoice of course.\u003c\/p\u003e \u003cp\u003eStudy skills.\u003c\/p\u003e \u003cp\u003eExaminations.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Computers and Dyslexia.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUsing information technology in a specialist school.\u003c\/p\u003e \u003cp\u003eComputers in the classroom.\u003c\/p\u003e \u003cp\u003eInformation technology curriculum.\u003c\/p\u003e \u003cp\u003eUsing computers with dyslexics.\u003c\/p\u003e \u003cp\u003eCurriculum outline for word processing with dyslexics.\u003c\/p\u003e \u003cp\u003eInteractive books.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendices.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1. Examples of Individual Educational Plans (IEP) - English.\u003c\/p\u003e \u003cp\u003eII. Phonic work sheets.\u003c\/p\u003e \u003cp\u003eIII. Common words for a basic sight vocabulary.\u003c\/p\u003e \u003cp\u003eIV Suggested key word list for irregular words.\u003c\/p\u003e \u003cp\u003eV Key word list for school subjects.\u003c\/p\u003e \u003cp\u003eVI Word lists.\u003c\/p\u003e \u003cp\u003eVII Spelling rules.\u003c\/p\u003e \u003cp\u003eVIII Vowel digraphs\/diphthongs.\u003c\/p\u003e \u003cp\u003eIX Ways of spelling.\u003c\/p\u003e \u003cp\u003eX The impossible word list.\u003c\/p\u003e \u003cp\u003eXI Statementing.\u003c\/p\u003e \u003cp\u003eXII Using the Aston Portfolio for prescriptive teaching based on error analysis.\u003c\/p\u003e \u003cp\u003eXIII Some examples of minimal pair words (southern British pronunciation).\u003c\/p\u003e \u003cp\u003eXIV Word processing examples.\u003c\/p\u003e \u003cp\u003eXV Reading game.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eDr Michael Thomson\u003c\/strong\u003e is Principal of East Court, an internationally acclaimed specialist school for dyslexia, and Honorary Senior Lecturer in Applied Child Psychology at the University of Kent. He is also an executive editor of \u003cem\u003eDyslexia\u003c\/em\u003e, the journal of the British Dyslexia Association, an Associate of the British Psychological Society, a Chartered Educational Psychologist and a Fellow of the International Academy for Research into Learning Difficulties.  This highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989093990629,"sku":"NP9781861560391","price":59.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781861560391.jpg?v=1761782771","url":"https:\/\/k12savings.com\/es\/products\/dyslexia-isbn-9781861560391","provider":"K12savings","version":"1.0","type":"link"}