{"product_id":"the-dyslexic-adult-isbn-9781119973935","title":"The Dyslexic Adult","description":"A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults. \u003cul\u003e \u003cli\u003eThe only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updated\u003c\/li\u003e \u003cli\u003eCombines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and training\u003c\/li\u003e \u003cli\u003eProvides a clear guide to the kinds of assessment that can be conducted and the ways in which dyslexic adults can be supported in selection, training, education and employment\u003c\/li\u003e \u003cli\u003eIncludes coverage of overlapping syndromes such as dyspraxia and dyscalculia, and up-to-date check lists for syndromes that can be used as part of the assessment process\u003c\/li\u003e \u003c\/ul\u003e  Preface to the Second Edition xv  \u003cp\u003ePreface to the First Edition xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xix\u003c\/p\u003e \u003cp\u003ePrologue xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Dyslexia in the Adult Years 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eHistory 5\u003c\/p\u003e \u003cp\u003eTerminology 6\u003c\/p\u003e \u003cp\u003eDefining Dyslexia 6\u003c\/p\u003e \u003cp\u003eEvidence-based Practice 8\u003c\/p\u003e \u003cp\u003eThe Nature of Dyslexia: Behavioural Characteristics 10\u003c\/p\u003e \u003cp\u003eObservable Behavioural Characteristics 11\u003c\/p\u003e \u003cp\u003eAffective Characteristics 12\u003c\/p\u003e \u003cp\u003ePositive Characteristics 13\u003c\/p\u003e \u003cp\u003eBehavioural Characteristics: Empirical Evidence 15\u003c\/p\u003e \u003cp\u003eExplaining Characteristics 15\u003c\/p\u003e \u003cp\u003eBiology and Neurology 15\u003c\/p\u003e \u003cp\u003eCognition 17\u003c\/p\u003e \u003cp\u003eDyslexia: AWorking Memory Model 19\u003c\/p\u003e \u003cp\u003eExplaining Positive Characteristics 23\u003c\/p\u003e \u003cp\u003eExplaining Affective Characteristics 26\u003c\/p\u003e \u003cp\u003eAWorking Definition 28\u003c\/p\u003e \u003cp\u003eDyslexia and Other Syndromes 28\u003c\/p\u003e \u003cp\u003eDyspraxia 29\u003c\/p\u003e \u003cp\u003eDyscalculia 30\u003c\/p\u003e \u003cp\u003eAttention Deficit Disorder\/Attention Deficit Hyperactivity Disorder 31\u003c\/p\u003e \u003cp\u003eAsperger’s Syndrome 31\u003c\/p\u003e \u003cp\u003eVisual Stress 32\u003c\/p\u003e \u003cp\u003eDegrees of Dyslexia 32\u003c\/p\u003e \u003cp\u003eThe Prevalence of Dyslexia 33\u003c\/p\u003e \u003cp\u003eSummary 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Interventions 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 35\u003c\/p\u003e \u003cp\u003ePsychological Development in the Adult Years 35\u003c\/p\u003e \u003cp\u003eTransitions 37\u003c\/p\u003e \u003cp\u003eSuccessful Adjustment 38\u003c\/p\u003e \u003cp\u003eRisk and Resilience 38\u003c\/p\u003e \u003cp\u003eLearning in Adulthood 40\u003c\/p\u003e \u003cp\u003eTypes of Intervention 41\u003c\/p\u003e \u003cp\u003eThe Role of the Tutor\/Coach 44\u003c\/p\u003e \u003cp\u003eKey Skills 44\u003c\/p\u003e \u003cp\u003eThe Development of Metacognitive Skills 46\u003c\/p\u003e \u003cp\u003eSkill Development, Compensation and Accommodation: An Integrated Framework for Development 47\u003c\/p\u003e \u003cp\u003eAlternative Interventions 49\u003c\/p\u003e \u003cp\u003eSummary 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Identification and Assessment 52\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 52\u003c\/p\u003e \u003cp\u003eInformation Gathering 53\u003c\/p\u003e \u003cp\u003eInterviews 54\u003c\/p\u003e \u003cp\u003eScreening 57\u003c\/p\u003e \u003cp\u003eChecklists 57\u003c\/p\u003e \u003cp\u003eComputer-based Tests 58\u003c\/p\u003e \u003cp\u003eLADS – Plus Version 58\u003c\/p\u003e \u003cp\u003eStudyScan and QuickScan 58\u003c\/p\u003e \u003cp\u003eIndividually Administered Tests 59\u003c\/p\u003e \u003cp\u003eYork Adult Assessment Battery 59\u003c\/p\u003e \u003cp\u003eDyslexia Adult Screening Test (DAST) 60\u003c\/p\u003e \u003cp\u003eScholastic Abilities Test for Adults (SATA) 60\u003c\/p\u003e \u003cp\u003eFormal Diagnosis 61\u003c\/p\u003e \u003cp\u003eTesting Intelligence 62\u003c\/p\u003e \u003cp\u003eWAIS-IV 63\u003c\/p\u003e \u003cp\u003eVerbal Tests 64\u003c\/p\u003e \u003cp\u003eWorking Memory Tests 64\u003c\/p\u003e \u003cp\u003ePerceptual Reasoning Tests 64\u003c\/p\u003e \u003cp\u003eProcessing Speed 64\u003c\/p\u003e \u003cp\u003eThe Global Composite – Full Scale IQ 64\u003c\/p\u003e \u003cp\u003eThe Specific Composite – Index Scores 65\u003c\/p\u003e \u003cp\u003eThe Sub-test – Level WAIS-IV as an Ipsative Test 65\u003c\/p\u003e \u003cp\u003eThe Item Level and Task Cognitive Capacities 66\u003c\/p\u003e \u003cp\u003eAbbreviated Scales 67\u003c\/p\u003e \u003cp\u003eTests for Teachers 68\u003c\/p\u003e \u003cp\u003eFurther Psychological Testing 68\u003c\/p\u003e \u003cp\u003ePhonological Processing and Naming Speed 68\u003c\/p\u003e \u003cp\u003eMemory Ability 69\u003c\/p\u003e \u003cp\u003eExecutive Functioning 70\u003c\/p\u003e \u003cp\u003eAchievements in Literacy and Numeracy 71\u003c\/p\u003e \u003cp\u003eReading 71\u003c\/p\u003e \u003cp\u003eReading Levels 71\u003c\/p\u003e \u003cp\u003eThe Components of a Reading Assessment 73\u003c\/p\u003e \u003cp\u003eDecoding 73\u003c\/p\u003e \u003cp\u003eComprehension 74\u003c\/p\u003e \u003cp\u003eListening Comprehension 75\u003c\/p\u003e \u003cp\u003eSpeed of Reading 75\u003c\/p\u003e \u003cp\u003eThe Assessment of Metacognition in Reading 76\u003c\/p\u003e \u003cp\u003eThe Assessment of Reading Skills and Information Technology 77\u003c\/p\u003e \u003cp\u003eWriting and Spelling 77\u003c\/p\u003e \u003cp\u003eNumeracy 79\u003c\/p\u003e \u003cp\u003eMeasuring Affective Characteristics 80\u003c\/p\u003e \u003cp\u003eSelf-Esteem 80\u003c\/p\u003e \u003cp\u003eAnxiety 80\u003c\/p\u003e \u003cp\u003eRe-assessment 81\u003c\/p\u003e \u003cp\u003eDiagnosis and English as an Additional Language 81\u003c\/p\u003e \u003cp\u003eDiagnosis and Other Syndromes 83\u003c\/p\u003e \u003cp\u003eDyspraxia\/DCD 84\u003c\/p\u003e \u003cp\u003eDyscalculia 84\u003c\/p\u003e \u003cp\u003eADD\/ADHD 85\u003c\/p\u003e \u003cp\u003eAsperger’s Syndrome 85\u003c\/p\u003e \u003cp\u003eVisual Stress 85\u003c\/p\u003e \u003cp\u003ePretending to Have a Learning Difficulty 86\u003c\/p\u003e \u003cp\u003eFeedback to Client 86\u003c\/p\u003e \u003cp\u003eReportWriting 87\u003c\/p\u003e \u003cp\u003eSummary 88\u003c\/p\u003e \u003cp\u003eAppendix A: Sample Report 95\u003c\/p\u003e \u003cp\u003eAppendix B: A Guide through the Maze of Assessments 97\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Counselling 100\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 100\u003c\/p\u003e \u003cp\u003eAims of Counselling 101\u003c\/p\u003e \u003cp\u003eIssues in Counselling Dyslexic People 101\u003c\/p\u003e \u003cp\u003eApproaches to Counselling 102\u003c\/p\u003e \u003cp\u003eCouple Counselling 110\u003c\/p\u003e \u003cp\u003eReferring On 110\u003c\/p\u003e \u003cp\u003eSummary 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Personal Development 112\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 112\u003c\/p\u003e \u003cp\u003eSelf-understanding 112\u003c\/p\u003e \u003cp\u003eThe Nature of the Difficulty 113\u003c\/p\u003e \u003cp\u003eInterpreting Dyslexia 113\u003c\/p\u003e \u003cp\u003eAbilities and Strengths 116\u003c\/p\u003e \u003cp\u003eMetacognition 123\u003c\/p\u003e \u003cp\u003eThe Importance of Metacognition to Learning andWorking 124\u003c\/p\u003e \u003cp\u003eA Metacognitive Technique 127\u003c\/p\u003e \u003cp\u003eIssues in Personal Development 128\u003c\/p\u003e \u003cp\u003eSelf Advocacy 129\u003c\/p\u003e \u003cp\u003ePersonal Organisation 129\u003c\/p\u003e \u003cp\u003eGoal Setting 130\u003c\/p\u003e \u003cp\u003ePrioritisation 130\u003c\/p\u003e \u003cp\u003eMemory Skills 132\u003c\/p\u003e \u003cp\u003eSocial Skills 133\u003c\/p\u003e \u003cp\u003eA Dyslexic Person’s Perspective 135\u003c\/p\u003e \u003cp\u003eA Case History – C 138\u003c\/p\u003e \u003cp\u003eSummary 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Literacy for Living 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 141\u003c\/p\u003e \u003cp\u003eProse Literacy 142\u003c\/p\u003e \u003cp\u003eDocument Literacy 142\u003c\/p\u003e \u003cp\u003eQuantitative Literacy 142\u003c\/p\u003e \u003cp\u003eLifelong Learning 142\u003c\/p\u003e \u003cp\u003ePlanning a Programme 144\u003c\/p\u003e \u003cp\u003eInformation Processing and Literacy 145\u003c\/p\u003e \u003cp\u003eImproving Levels of Literacy 147\u003c\/p\u003e \u003cp\u003eImproving Reading Accuracy 147\u003c\/p\u003e \u003cp\u003eImproving Reading Comprehension 151\u003c\/p\u003e \u003cp\u003eThe Pass Reading Strategy 151\u003c\/p\u003e \u003cp\u003eImproving Spelling 153\u003c\/p\u003e \u003cp\u003eImprovingWriting 154\u003c\/p\u003e \u003cp\u003eImproving Quantative Literacy 156\u003c\/p\u003e \u003cp\u003eA Dyslexic Person’s Perspective 158\u003c\/p\u003e \u003cp\u003eCoaches Comment 160\u003c\/p\u003e \u003cp\u003eSummary 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Academic and Professional Learning Skills 162\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 162\u003c\/p\u003e \u003cp\u003eThe Keys to Success in Higher and Professional Education 164\u003c\/p\u003e \u003cp\u003eThe Importance of Metacognition 164\u003c\/p\u003e \u003cp\u003eSelf-understanding and Self-reflection 164\u003c\/p\u003e \u003cp\u003eSelf Reflection Attribution and Self Efficacy 165\u003c\/p\u003e \u003cp\u003eLearning andWorking Styles 166\u003c\/p\u003e \u003cp\u003eCognitive Learning Differences 166\u003c\/p\u003e \u003cp\u003eBehavioural Learning Styles 166\u003c\/p\u003e \u003cp\u003eTime Management 167\u003c\/p\u003e \u003cp\u003eOrganisation ofWork 167\u003c\/p\u003e \u003cp\u003eReading 168\u003c\/p\u003e \u003cp\u003eCritical Reading Skills 170\u003c\/p\u003e \u003cp\u003eComprehending Diagrammatic and Tabular Formats 171\u003c\/p\u003e \u003cp\u003eEssayWriting 172\u003c\/p\u003e \u003cp\u003eUnderstanding the Task – Question Analysis and Process Words 173\u003c\/p\u003e \u003cp\u003eProofreading 174\u003c\/p\u003e \u003cp\u003eGrammar and Punctuation 175\u003c\/p\u003e \u003cp\u003eSpelling 175\u003c\/p\u003e \u003cp\u003eListening Comprehension 176\u003c\/p\u003e \u003cp\u003eNote Taking 177\u003c\/p\u003e \u003cp\u003eNote Making 179\u003c\/p\u003e \u003cp\u003eRevision and Memory Skills 180\u003c\/p\u003e \u003cp\u003eExaminations 182\u003c\/p\u003e \u003cp\u003eStatistics 184\u003c\/p\u003e \u003cp\u003ePresentations 185\u003c\/p\u003e \u003cp\u003eWorking in a Group 186\u003c\/p\u003e \u003cp\u003eTutorials 187\u003c\/p\u003e \u003cp\u003eThe Role of the Tutor 188\u003c\/p\u003e \u003cp\u003eThe Role of the Student 189\u003c\/p\u003e \u003cp\u003eThe Keys to Success 189\u003c\/p\u003e \u003cp\u003eThe Responsibilities of Colleges and Universities 190\u003c\/p\u003e \u003cp\u003eStudy Skills Course Outline 190\u003c\/p\u003e \u003cp\u003eA Dyslexic Person’s Perspective 192\u003c\/p\u003e \u003cp\u003eSample Assessment Report 193\u003c\/p\u003e \u003cp\u003eSummary 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Career Development and Guidance 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 203\u003c\/p\u003e \u003cp\u003eApproaches to Counselling and Development 204\u003c\/p\u003e \u003cp\u003eCareer Guidance: A Decision Making Model 205\u003c\/p\u003e \u003cp\u003eCareer Guidance and the Dyslexic: A Model 206\u003c\/p\u003e \u003cp\u003eCase Example 214\u003c\/p\u003e \u003cp\u003eCareer Development 215\u003c\/p\u003e \u003cp\u003eA Dyslexic’s Perspective: Dyslexia and Journalism 216\u003c\/p\u003e \u003cp\u003eSummary 218\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Dyslexia AtWork 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 219\u003c\/p\u003e \u003cp\u003eTheWhole Organisation: Awareness Training 220\u003c\/p\u003e \u003cp\u003eDisclosure: To Tell or Not To Tell 224\u003c\/p\u003e \u003cp\u003eGoodness of Fit 224\u003c\/p\u003e \u003cp\u003eRecruitment and Selection 225\u003c\/p\u003e \u003cp\u003eRecruitment 225\u003c\/p\u003e \u003cp\u003eSelection 226\u003c\/p\u003e \u003cp\u003eTheWorkplace Assessment\/Consultation 226\u003c\/p\u003e \u003cp\u003eThe Manager’s Role 227\u003c\/p\u003e \u003cp\u003eChallenges Facing Dyslexic People 228\u003c\/p\u003e \u003cp\u003eMetacognitive Skills atWork 230\u003c\/p\u003e \u003cp\u003eTransfer of Skills 230\u003c\/p\u003e \u003cp\u003eEvaluation and Reflection 230\u003c\/p\u003e \u003cp\u003eChanges and Transitions atWork 230\u003c\/p\u003e \u003cp\u003eSupport in theWorkplace 231\u003c\/p\u003e \u003cp\u003eTutoring Training, Coaching and Mentoring 231\u003c\/p\u003e \u003cp\u003eA Coaching Example 232\u003c\/p\u003e \u003cp\u003eProgramme Length 233\u003c\/p\u003e \u003cp\u003eMentoring 234\u003c\/p\u003e \u003cp\u003eAddressing Challenges 234\u003c\/p\u003e \u003cp\u003eOrganisation 234\u003c\/p\u003e \u003cp\u003eTime Management andWork Prioritisation 235\u003c\/p\u003e \u003cp\u003eOrganisation ofWork and theWork Space 236\u003c\/p\u003e \u003cp\u003eMemory 237\u003c\/p\u003e \u003cp\u003eReading atWork 237\u003c\/p\u003e \u003cp\u003eReading for Information 238\u003c\/p\u003e \u003cp\u003eReading Complex Material 238\u003c\/p\u003e \u003cp\u003eSpecific Visual Difficulties 239\u003c\/p\u003e \u003cp\u003ePerformance Issues 239\u003c\/p\u003e \u003cp\u003eWrittenWork in the Office 240\u003c\/p\u003e \u003cp\u003eRecord Keeping 240\u003c\/p\u003e \u003cp\u003eReportWriting 241\u003c\/p\u003e \u003cp\u003eNumeracy 242\u003c\/p\u003e \u003cp\u003eProofreading and Checking 243\u003c\/p\u003e \u003cp\u003eListening Skills atWork 243\u003c\/p\u003e \u003cp\u003eMinute and Note Taking 244\u003c\/p\u003e \u003cp\u003eMeetings 244\u003c\/p\u003e \u003cp\u003eWorking in a Team 245\u003c\/p\u003e \u003cp\u003eInterviews 247\u003c\/p\u003e \u003cp\u003eA Note on the Use of Technology 248\u003c\/p\u003e \u003cp\u003eWorkplace Consultancy Report 248\u003c\/p\u003e \u003cp\u003eA Coaching Course Outline 254\u003c\/p\u003e \u003cp\u003eSummary 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Advocacy 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 257\u003c\/p\u003e \u003cp\u003eThe Legislative Framework 259\u003c\/p\u003e \u003cp\u003eDyslexia as a Mental Impairment 259\u003c\/p\u003e \u003cp\u003eAdverse Effects which are Substantial 260\u003c\/p\u003e \u003cp\u003eLong-Term Substantial Effects 260\u003c\/p\u003e \u003cp\u003eNormal Day-to-Day Effects 260\u003c\/p\u003e \u003cp\u003eReasonable Adjustments 261\u003c\/p\u003e \u003cp\u003eIndividual Needs 262\u003c\/p\u003e \u003cp\u003eIntegrated Experience 262\u003c\/p\u003e \u003cp\u003eEssential Requirements of the Job\/Course 263\u003c\/p\u003e \u003cp\u003eAn Undue Financial or Administrative Burden 263\u003c\/p\u003e \u003cp\u003eAdjustments in Recruitment, Selection and Promotion 263\u003c\/p\u003e \u003cp\u003eTypes of Test Accommodations\/Adjustments 264\u003c\/p\u003e \u003cp\u003eDisclosing Dyslexia 267\u003c\/p\u003e \u003cp\u003eWhen to Say Something 268\u003c\/p\u003e \u003cp\u003eWhom to Tell 268\u003c\/p\u003e \u003cp\u003eWhat to Say 268\u003c\/p\u003e \u003cp\u003ePolicy and Practice in Employment 270\u003c\/p\u003e \u003cp\u003eLegislation in Education and Training 270\u003c\/p\u003e \u003cp\u003ePolicy in Higher Education 270\u003c\/p\u003e \u003cp\u003eSelf-Help and Self-Help Groups 271\u003c\/p\u003e \u003cp\u003eDyslexia and Criminal Law 272\u003c\/p\u003e \u003cp\u003eSummary 272\u003c\/p\u003e \u003cp\u003eEpilogue 274\u003c\/p\u003e \u003cp\u003eAppendix A Sample Interview Schedule 275\u003c\/p\u003e \u003cp\u003eAppendix B Useful Contact Addresses 278\u003c\/p\u003e \u003cp\u003eReferences 280\u003c\/p\u003e \u003cp\u003eIndex 305\u003c\/p\u003e  \"As a guide to assessing and alleviating dyslexic difficultes in adulthood, this book is a comprehensive and thorough guide, and can be highly recommended.\" PATOSS Bulletin,  Winter 2013 \u003cb\u003eDavid McLoughlin\u003c\/b\u003e is a Visiting Professor in Psychology at the University of Buckingham. He is Director of Independent Dyslexia Consultants, a UK organisation which has worked with dyslexic adults and children for 25 years. \u003cp\u003e\u003cb\u003eCarol A. Leather\u003c\/b\u003e is training director at Independent Dyslexia Consultants and a researcher at Surrey University. She has been instrumental in developing strategic approaches to support dyslexic employees in sectors including the emergency services, banking and the civil service.\u003c\/p\u003e \u003cp\u003eTogether, David and Carol edited the 2010 edition of the British Dyslexia Association's prestigious \u003ci\u003eDyslexia in Employment Handbook\u003c\/i\u003e.\u003c\/p\u003e Now in its second edition, \u003ci\u003eThe Dyslexic Adult: Interventions and Outcomes\u003c\/i\u003e encompasses the enormous changes in the understanding of dyslexia at both cognitive and neurological levels. New understanding of dyslexia as a complex syndrome has spurred an international shift towards evidence based practice. The authors' commitment to this is reflected in their approach, which relies on primary sources to underpin assessment, counselling and training. \u003cp\u003eThe authors argue for the importance of understanding dyslexia within the context of life span development psychology. Establishing a sound theoretical model on which good practice should be based; they provide a clear guide to assessments that can be conducted, and the ways in which dyslexic adults can be supported in selection, training, education and employment. They also include coverage of overlapping syndromes (dyspraxia, dyscalculia), and provide up-to-date check lists for syndromes that can be used as part of the assessment process. The result is a book that provides the definitive guide for psychologists, specialist tutors, teachers, coaches and human resource personnel wanting to understand, and work with, dyslexic adults.\u003c\/p\u003e  \u003cp\u003eDyslexia is a lifelong condition which does not disappear once a person leaves school but continues to present challenges in adulthood. This book contains a wealth of evidence-based information and resources for professionals working to support adults with dyslexia. The strategies detailed in the book will enhance practitioners’ ability to teach the skills that are needed to meet these challenges.—\u003cb\u003eNicola Brunswick, Senior Lecturer in Psychology at Middlesex University\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eDavid McLoughlin and Carol Leather continue to breathe fresh air into our understanding and support for dyslexic adults. The book offers real insight into dyslexia at an academic and practical level. As someone who is dyslexic I found myself identifying with many of the examples and at the same time being kept up to date with the latest research and viewpoints.  For anyone interested in this subject it is a ‘must read’.—\u003cb\u003eJudi Stewart, former CEO British Dyslexia Association.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAdult Dyslexia - Interventions and Outcomes,\u003c\/i\u003e in its second edition, continues to provide up-to-date information in an area of dyslexia that is now rapidly changing. It is quite comprehensive and very much \"in tune\" with the best thinking and effective practices of both researchers and clinicians in the field.—\u003cb\u003ePaul J. Gerber, Professor of Special Education and Disability Policy, Virginia Commonwealth University and the Ruth Harris Professor of Dyslexia Studies.\u003c\/b\u003e\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990210035941,"sku":"NP9781119973935","price":59.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119973935.jpg?v=1761786919","url":"https:\/\/k12savings.com\/es\/products\/the-dyslexic-adult-isbn-9781119973935","provider":"K12savings","version":"1.0","type":"link"}