{"product_id":"dyslexia-isbn-9781118980101","title":"Dyslexia","description":"\u003cp\u003e\u003cb\u003eNewly 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.\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eCombines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual's needs\u003c\/li\u003e \u003cli\u003eNew and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia\u003c\/li\u003e \u003cli\u003eAssembles 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\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eAbout the Author xiv\u003c\/p\u003e \u003cp\u003eOther Books by Gavin Reid xvi\u003c\/p\u003e \u003cp\u003eForeword xviii\u003c\/p\u003e \u003cp\u003ePreface xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Defining Dyslexia 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Dyslexia 2\u003c\/p\u003e \u003cp\u003ePurpose of Definitions 4\u003c\/p\u003e \u003cp\u003eHow Should We Define Dyslexia? 5\u003c\/p\u003e \u003cp\u003eDefinitions 7\u003c\/p\u003e \u003cp\u003eBarriers to Implementing Policy 11\u003c\/p\u003e \u003cp\u003eRose Review and Dyslexia 11\u003c\/p\u003e \u003cp\u003eEducation for Learners with Dyslexia 12\u003c\/p\u003e \u003cp\u003eDifferent Perspectives and Agenda 14\u003c\/p\u003e \u003cp\u003ePoints for Reflection 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Explaining Dyslexia: The Range of Research 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCausal Modelling Framework 18\u003c\/p\u003e \u003cp\u003eGenetic Factors 19\u003c\/p\u003e \u003cp\u003eNeurobiological Factors 20\u003c\/p\u003e \u003cp\u003eVisual and Temporal Processing 20\u003c\/p\u003e \u003cp\u003eMagnocellular Visual System 20\u003c\/p\u003e \u003cp\u003eProcedural Timing 22\u003c\/p\u003e \u003cp\u003eHemispheric Symmetry 23\u003c\/p\u003e \u003cp\u003eProcessing Speed 24\u003c\/p\u003e \u003cp\u003ePhonological Processing 25\u003c\/p\u003e \u003cp\u003ePhonological Awareness and Multisensory Programmes 25\u003c\/p\u003e \u003cp\u003eMorphological Processing 26\u003c\/p\u003e \u003cp\u003eGlue Ear 27\u003c\/p\u003e \u003cp\u003eCognitive Skills 29\u003c\/p\u003e \u003cp\u003eMetacognition 29\u003c\/p\u003e \u003cp\u003eEnvironmental Factors 29\u003c\/p\u003e \u003cp\u003eAdditional Language Learning 30\u003c\/p\u003e \u003cp\u003eDyslexia in Different Orthographies 31\u003c\/p\u003e \u003cp\u003eSelf‐disclosure in Adults 33\u003c\/p\u003e \u003cp\u003ePoints for Reflection 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Assessment: Issues and Considerations 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Context 35\u003c\/p\u003e \u003cp\u003eAssessment Aims 37\u003c\/p\u003e \u003cp\u003eDiscrepancy Criteria 37\u003c\/p\u003e \u003cp\u003eListening Comprehension 38\u003c\/p\u003e \u003cp\u003eComponential Model of Reading 38\u003c\/p\u003e \u003cp\u003eCurriculum Focus 39\u003c\/p\u003e \u003cp\u003eWhy an Assessment? 40\u003c\/p\u003e \u003cp\u003eHow? The Assessment Process 40\u003c\/p\u003e \u003cp\u003eEffect of an Assessment 42\u003c\/p\u003e \u003cp\u003eAssessment—Points to Consider 42\u003c\/p\u003e \u003cp\u003eSome Other Considerations 42\u003c\/p\u003e \u003cp\u003eAssessment and Inclusion 46\u003c\/p\u003e \u003cp\u003eThe Bilingual Learner 46\u003c\/p\u003e \u003cp\u003ePoints for Reflection 47\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Identifying Needs 48\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Context 48\u003c\/p\u003e \u003cp\u003eInformation Processing 49\u003c\/p\u003e \u003cp\u003eFactors That Can Prompt Concern 50\u003c\/p\u003e \u003cp\u003eLinking Assessment with Intervention and Support 52\u003c\/p\u003e \u003cp\u003eKey Aspects of an IEP 52\u003c\/p\u003e \u003cp\u003eThe Overlap 53\u003c\/p\u003e \u003cp\u003eAssessing Performances 53\u003c\/p\u003e \u003cp\u003eCriteria: Summary 54\u003c\/p\u003e \u003cp\u003eWhose Responsibility? 57\u003c\/p\u003e \u003cp\u003eEarly Identification 57\u003c\/p\u003e \u003cp\u003eModels of Identification 59\u003c\/p\u003e \u003cp\u003eExpert\/Intervention—Attainment 59\u003c\/p\u003e \u003cp\u003eBarriers to Learning 63\u003c\/p\u003e \u003cp\u003eWhole‐School Involvement 64\u003c\/p\u003e \u003cp\u003ePoints for Reflection 65\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Assessment: Approaches and Resources 66\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Use of Tests—Points to Ponder 67\u003c\/p\u003e \u003cp\u003eAssessment and Information Processing 67\u003c\/p\u003e \u003cp\u003eCognitive Measures 68\u003c\/p\u003e \u003cp\u003eAssessment of Processing Skills 69\u003c\/p\u003e \u003cp\u003eComprehensive Test of Phonological Processing (CTOPP‐2) 70\u003c\/p\u003e \u003cp\u003eWoodcock Reading Mastery Tests 71\u003c\/p\u003e \u003cp\u003eGray Oral Reading Tests (GORT‐5) 71\u003c\/p\u003e \u003cp\u003eStandardised\/Psychometric Criteria 71\u003c\/p\u003e \u003cp\u003eStandardisation 72\u003c\/p\u003e \u003cp\u003ePsychometric 73\u003c\/p\u003e \u003cp\u003eWechsler Individual Achievement Test (WIAT‐II and III) 74\u003c\/p\u003e \u003cp\u003eComment 74\u003c\/p\u003e \u003cp\u003ePhonological Representation and Assessment 75\u003c\/p\u003e \u003cp\u003eScreening 76\u003c\/p\u003e \u003cp\u003eCurriculum Assessment 79\u003c\/p\u003e \u003cp\u003eMiscue Analysis 80\u003c\/p\u003e \u003cp\u003eAssessment in Context 81\u003c\/p\u003e \u003cp\u003eAssessment for Learning 82\u003c\/p\u003e \u003cp\u003eMetacognitive Assessment 83\u003c\/p\u003e \u003cp\u003eMultiple Intelligences Approaches 85\u003c\/p\u003e \u003cp\u003eA Components Approach 86\u003c\/p\u003e \u003cp\u003eObservational Assessment 88\u003c\/p\u003e \u003cp\u003eObservational Framework 88\u003c\/p\u003e \u003cp\u003eSystematic Observation 92\u003c\/p\u003e \u003cp\u003eSummary 93\u003c\/p\u003e \u003cp\u003ePoints for Reflection 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Reading—Social, Cultural and Government Perspectives 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Social Context for Literacy 95\u003c\/p\u003e \u003cp\u003eLiteracy and Culture 95\u003c\/p\u003e \u003cp\u003eDefining Literacy 96\u003c\/p\u003e \u003cp\u003eCritical Literacy 98\u003c\/p\u003e \u003cp\u003eChallenging Assumptions 101\u003c\/p\u003e \u003cp\u003eGovernment Initiatives 102\u003c\/p\u003e \u003cp\u003eLiteracy Standards and International Comparisons 104\u003c\/p\u003e \u003cp\u003ePISA Study 106\u003c\/p\u003e \u003cp\u003eLiteracy Initiatives 106\u003c\/p\u003e \u003cp\u003ePoints for Reflection 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 The Acquisition of Literacy 108\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is Reading? 108\u003c\/p\u003e \u003cp\u003eFactors to Consider 109\u003c\/p\u003e \u003cp\u003eReading as a Process 110\u003c\/p\u003e \u003cp\u003eReading Skills 111\u003c\/p\u003e \u003cp\u003eReading Practice 112\u003c\/p\u003e \u003cp\u003eDeveloping Reading Skills 112\u003c\/p\u003e \u003cp\u003eKey Factors 112\u003c\/p\u003e \u003cp\u003eThe Development of Reading 114\u003c\/p\u003e \u003cp\u003eStages of Reading Development 117\u003c\/p\u003e \u003cp\u003eLimitations of the Stage Model of Reading 119\u003c\/p\u003e \u003cp\u003eReading and Memory 120\u003c\/p\u003e \u003cp\u003eRelationship Between Phonology and Orthography 120\u003c\/p\u003e \u003cp\u003eDyslexia and Different Orthographies 121\u003c\/p\u003e \u003cp\u003ePoints for Reflection 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Reading Models and Methods 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBottom‐Up and Top‐Down Models 123\u003c\/p\u003e \u003cp\u003eConnectionist Models 125\u003c\/p\u003e \u003cp\u003eBalance Model of Reading 126\u003c\/p\u003e \u003cp\u003eMethod of Teaching Reading 127\u003c\/p\u003e \u003cp\u003eDeveloping Reading Skills 131\u003c\/p\u003e \u003cp\u003eTeaching Reading—the Debate 132\u003c\/p\u003e \u003cp\u003eReading Interventions 135\u003c\/p\u003e \u003cp\u003eMethodological Issues in Reading Intervention Research 137\u003c\/p\u003e \u003cp\u003eFactors to Consider in Developing and Using Reading Approaches 138\u003c\/p\u003e \u003cp\u003eThe Literacy Experience 141\u003c\/p\u003e \u003cp\u003eFramework for Teaching 142\u003c\/p\u003e \u003cp\u003eSummary 143\u003c\/p\u003e \u003cp\u003ePoints for Reflection 144\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 The Acquisition of Literacy: Spelling 145\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy is Spelling Difficult? 145\u003c\/p\u003e \u003cp\u003eSystems Involved in Spelling 146\u003c\/p\u003e \u003cp\u003eSpelling Skills 148\u003c\/p\u003e \u003cp\u003eSpelling Development 149\u003c\/p\u003e \u003cp\u003eSpelling Policy 150\u003c\/p\u003e \u003cp\u003eSpelling Strategies 150\u003c\/p\u003e \u003cp\u003eSpelling Materials 156\u003c\/p\u003e \u003cp\u003ePoints for Reflection 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Expressive Writing 158\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Importance of Writing 158\u003c\/p\u003e \u003cp\u003eRelationship Between Writing and Spelling 159\u003c\/p\u003e \u003cp\u003eExpressive Writing: The Process 160\u003c\/p\u003e \u003cp\u003eCognitive Skills Associated with Writing 160\u003c\/p\u003e \u003cp\u003eWriting in the Curriculum 161\u003c\/p\u003e \u003cp\u003eDeveloping Metacognitive Skills through Writing 162\u003c\/p\u003e \u003cp\u003eMetacognitive Strategies for Writing 163\u003c\/p\u003e \u003cp\u003eStrategies for Writing 165\u003c\/p\u003e \u003cp\u003eMotivation and Writing 166\u003c\/p\u003e \u003cp\u003ePlanning 167\u003c\/p\u003e \u003cp\u003ePre‐writing Framework 167\u003c\/p\u003e \u003cp\u003eDeveloping Ideas 169\u003c\/p\u003e \u003cp\u003eHandwriting 171\u003c\/p\u003e \u003cp\u003eSummary 172\u003c\/p\u003e \u003cp\u003ePoints for Reflection 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Teaching Approaches: Points to Consider 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Approaches 175\u003c\/p\u003e \u003cp\u003eThe Context 176\u003c\/p\u003e \u003cp\u003eAssessment and the Curriculum 177\u003c\/p\u003e \u003cp\u003eThe Learner 178\u003c\/p\u003e \u003cp\u003eProgrammes and Approaches—Some Considerations 179\u003c\/p\u003e \u003cp\u003eOverlearning 182\u003c\/p\u003e \u003cp\u003ePrinciples 183\u003c\/p\u003e \u003cp\u003eIssues 183\u003c\/p\u003e \u003cp\u003ePoints for Reflection 186\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Supporting Literacy: Individualised Programmes 188\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCriteria for Selection 189\u003c\/p\u003e \u003cp\u003eOrton–Gillingham (OG) 192\u003c\/p\u003e \u003cp\u003eThe Hickey Multisensory Language Course 194\u003c\/p\u003e \u003cp\u003eBangor Dyslexia Teaching System 195\u003c\/p\u003e \u003cp\u003eLetterland 197\u003c\/p\u003e \u003cp\u003eReading Recovery 198\u003c\/p\u003e \u003cp\u003eToe by Toe: Multisensory Manual for Teachers and Parents 202\u003c\/p\u003e \u003cp\u003eAlternative Approaches 203\u003c\/p\u003e \u003cp\u003eComment—Issues to Consider 209\u003c\/p\u003e \u003cp\u003ePoints for Reflection 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Supporting Literacy: Approaches and Strategies 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhonics Instructional Approaches 211\u003c\/p\u003e \u003cp\u003eLanguage Experience 215\u003c\/p\u003e \u003cp\u003eOther Support Approaches 216\u003c\/p\u003e \u003cp\u003ePhonological Approaches 218\u003c\/p\u003e \u003cp\u003eHigh‐Interest Books—History 219\u003c\/p\u003e \u003cp\u003eBarrington Stoke (www.barringtonstoke.com) 220\u003c\/p\u003e \u003cp\u003eStart to Finish Books 220\u003c\/p\u003e \u003cp\u003eDifferentiated Texts 221\u003c\/p\u003e \u003cp\u003eVisual Factors 221\u003c\/p\u003e \u003cp\u003eMotor Aspects 224\u003c\/p\u003e \u003cp\u003eAssisted Learning 225\u003c\/p\u003e \u003cp\u003eSummary 229\u003c\/p\u003e \u003cp\u003ePoints for Reflection 230\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Supporting Learning 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEffective Learning 231\u003c\/p\u003e \u003cp\u003eKey Points about Learning 233\u003c\/p\u003e \u003cp\u003eThe Learning Process 233\u003c\/p\u003e \u003cp\u003eRealising Potential 236\u003c\/p\u003e \u003cp\u003eZone of Proximal Development 237\u003c\/p\u003e \u003cp\u003eDeveloping Learning Skills 237\u003c\/p\u003e \u003cp\u003eLearning Strategies 238\u003c\/p\u003e \u003cp\u003eMultiple Intelligences 241\u003c\/p\u003e \u003cp\u003eStudy Skills 244\u003c\/p\u003e \u003cp\u003eSet Goals 246\u003c\/p\u003e \u003cp\u003eFeedback 246\u003c\/p\u003e \u003cp\u003eMemory—Some Strategies 247\u003c\/p\u003e \u003cp\u003eThe Role of Self‐esteem 249\u003c\/p\u003e \u003cp\u003eCreativity and the ‘Gifted’ Dyslexic Student 249\u003c\/p\u003e \u003cp\u003eSummary 250\u003c\/p\u003e \u003cp\u003ePoints for Reflection 251\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Inclusion: Curriculum Access 252\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Context 252\u003c\/p\u003e \u003cp\u003eResponding to the Diverse Needs of Students 254\u003c\/p\u003e \u003cp\u003eThe Challenges 255\u003c\/p\u003e \u003cp\u003eMeeting Curriculum Objectives 257\u003c\/p\u003e \u003cp\u003eIndex for Inclusion 257\u003c\/p\u003e \u003cp\u003eTensions and Contradictions 259\u003c\/p\u003e \u003cp\u003eAssessment, Need and Accountability 260\u003c\/p\u003e \u003cp\u003eRemoving Barriers to Achievement 261\u003c\/p\u003e \u003cp\u003eInterventions and Inclusion 261\u003c\/p\u003e \u003cp\u003eMaking the School Inclusive 264\u003c\/p\u003e \u003cp\u003eEquity 265\u003c\/p\u003e \u003cp\u003ePrinciples of Inclusion 266\u003c\/p\u003e \u003cp\u003eAn Inclusive School 268\u003c\/p\u003e \u003cp\u003eHealthy Schools 268\u003c\/p\u003e \u003cp\u003eSupporting Inclusion 269\u003c\/p\u003e \u003cp\u003eStaff Support and Training 270\u003c\/p\u003e \u003cp\u003eStudent Advocacy 272\u003c\/p\u003e \u003cp\u003eDyslexia and Self‐advocacy 273\u003c\/p\u003e \u003cp\u003eStaff Support 274\u003c\/p\u003e \u003cp\u003eKey Factors 275\u003c\/p\u003e \u003cp\u003ePoints for Reflection 275\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Inclusion in Secondary Education: Accessing the Curriculum 276\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eResponsibility 277\u003c\/p\u003e \u003cp\u003eFeatures of Secondary Schools 277\u003c\/p\u003e \u003cp\u003eDifferentiation and Curricular Development 280\u003c\/p\u003e \u003cp\u003eDifferentiation and Assessment 281\u003c\/p\u003e \u003cp\u003eSubject Areas 281\u003c\/p\u003e \u003cp\u003eMultiple Intelligences in Secondary Schools 294\u003c\/p\u003e \u003cp\u003ePhysical Education 295\u003c\/p\u003e \u003cp\u003eStaff Development 296\u003c\/p\u003e \u003cp\u003eChallenges: Key Areas 297\u003c\/p\u003e \u003cp\u003ePoints for Reflection 299\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 Inclusion: Further and Higher Education and the Workplace 300\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFurther and Higher Education 301\u003c\/p\u003e \u003cp\u003eThe Workplace 313\u003c\/p\u003e \u003cp\u003eConcluding Comment 315\u003c\/p\u003e \u003cp\u003ePoints for Reflection 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 The Role of Parents 317\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eParental Concerns 318\u003c\/p\u003e \u003cp\u003eParental Support 320\u003c\/p\u003e \u003cp\u003eParents’ Challenges 322\u003c\/p\u003e \u003cp\u003eParents as Partners 324\u003c\/p\u003e \u003cp\u003ePoints for Reflection 324\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Multilingualism: Challenges and Responses 325\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBackground and Context 325\u003c\/p\u003e \u003cp\u003eCultural Factors 326\u003c\/p\u003e \u003cp\u003eCulture‐fair Assessment 330\u003c\/p\u003e \u003cp\u003eTeaching 331\u003c\/p\u003e \u003cp\u003eKey Principles 332\u003c\/p\u003e \u003cp\u003eMetacognitive Awareness\/Schema 333\u003c\/p\u003e \u003cp\u003eConcluding Points 334\u003c\/p\u003e \u003cp\u003ePoints for Reflection 334\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 The Overlap—Dyslexia: Attention, Coordination, Auditory Processing and Numeracy 335\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 335\u003c\/p\u003e \u003cp\u003eThe Overlap Dilemma 336\u003c\/p\u003e \u003cp\u003eAttention Issues 337\u003c\/p\u003e \u003cp\u003eIdentifying and Defining Attention Difficulties 340\u003c\/p\u003e \u003cp\u003eIntervention 342\u003c\/p\u003e \u003cp\u003eADHD and Creativity 345\u003c\/p\u003e \u003cp\u003eCoordination, Movement and Handwriting 346\u003c\/p\u003e \u003cp\u003eIntervention Strategies—15 Tasks to Try 347\u003c\/p\u003e \u003cp\u003eHandwriting 348\u003c\/p\u003e \u003cp\u003eDysgraphia Strategies 349\u003c\/p\u003e \u003cp\u003eEarly Intervention 350\u003c\/p\u003e \u003cp\u003eAuditory Processing 351\u003c\/p\u003e \u003cp\u003eDiagnosis and Overlap 351\u003c\/p\u003e \u003cp\u003eManagement of APD 352\u003c\/p\u003e \u003cp\u003eIntervention 352\u003c\/p\u003e \u003cp\u003eDifficulty with Numbers 354\u003c\/p\u003e \u003cp\u003eReading in Mathematics 356\u003c\/p\u003e \u003cp\u003eDiagnosing Dyscalculia 356\u003c\/p\u003e \u003cp\u003eIntervention 357\u003c\/p\u003e \u003cp\u003ePoints for Reflection 359\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 The Use of Computers and Technology 360\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 360\u003c\/p\u003e \u003cp\u003eApproaches Using New Technology 363\u003c\/p\u003e \u003cp\u003eResources—Computer Programs 364\u003c\/p\u003e \u003cp\u003eBritish Dyslexia Association New Technologies Committee (BDA NTC) 365\u003c\/p\u003e \u003cp\u003eComment 366\u003c\/p\u003e \u003cp\u003ePoints for Reflection 366\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 22 Positive Dyslexia 367\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Background 367\u003c\/p\u003e \u003cp\u003eFive Key Factors 368\u003c\/p\u003e \u003cp\u003eHow Dyslexia Affects Children’s Learning 370\u003c\/p\u003e \u003cp\u003eMetacognition 370\u003c\/p\u003e \u003cp\u003eEncourage Creativity 371\u003c\/p\u003e \u003cp\u003eProvide Feedback to Students About Their Own Personal Progress 371\u003c\/p\u003e \u003cp\u003eEncourage Self‐assessment 371\u003c\/p\u003e \u003cp\u003eDevelop Student Responsibility 372\u003c\/p\u003e \u003cp\u003eEnhancing Creativity 372\u003c\/p\u003e \u003cp\u003eConcluding Comment 374\u003c\/p\u003e \u003cp\u003ePoints for Reflection 374\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers 375\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTest of Phonological Awareness, Second Edition: Plus (TOPA-2+) (2004) 375\u003c\/p\u003e \u003cp\u003eComprehensive Test of Phonological Processing, Second Edition (CTOPP-2) (2013) 375\u003c\/p\u003e \u003cp\u003eLaunch Into Reading Success—Test of Phonological Awareness (1997) 376\u003c\/p\u003e \u003cp\u003eGORT-5: Gray Oral Reading Tests, Fifth Edition (2012) 376\u003c\/p\u003e \u003cp\u003eTOWRE-2—Test of Word Reading Efficiency, Second Edition (2012) 377\u003c\/p\u003e \u003cp\u003eWIST (Word Identification and Spelling Test) (2004) 377\u003c\/p\u003e \u003cp\u003eDIBELS 378\u003c\/p\u003e \u003cp\u003eBangor Dyslexia Screening Test 378\u003c\/p\u003e \u003cp\u003eDyslexia Screening Test—Junior (DST-J) (2004) 379\u003c\/p\u003e \u003cp\u003eDyslexia Screening Test—Secondary (DST-S) (2004) 379\u003c\/p\u003e \u003cp\u003eDyslexia Screener (2004) 380\u003c\/p\u003e \u003cp\u003eCognitive Profiling System (CoPS) Version 5.1 (2010) 381\u003c\/p\u003e \u003cp\u003eSpecial Needs Assessment Profile 381\u003c\/p\u003e \u003cp\u003eWIAT-II UK for Teachers (2006) 382\u003c\/p\u003e \u003cp\u003eWechsler Individual Achievement Test (WIAT-II) (UK Norms and III US and Canada Norms Only) 382\u003c\/p\u003e \u003cp\u003ePhonological Assessment Battery Revised (PhAB-2) 383\u003c\/p\u003e \u003cp\u003eHAST-2 Helen Arkell Spelling Test 383\u003c\/p\u003e \u003cp\u003eWide Range Achievement Test (WRAT 4) 384\u003c\/p\u003e \u003cp\u003eWide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (2003) 384\u003c\/p\u003e \u003cp\u003eTest of Auditory Processing Skills—3 (TAPS-3) 384\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix 2 Further Contacts 385\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInternational 385\u003c\/p\u003e \u003cp\u003eNorth and South America and Canada 385\u003c\/p\u003e \u003cp\u003eAustralia and New Zealand 387\u003c\/p\u003e \u003cp\u003eEurope 387\u003c\/p\u003e \u003cp\u003eMiddle East 388\u003c\/p\u003e \u003cp\u003eAsia 389\u003c\/p\u003e \u003cp\u003eAfrica 389\u003c\/p\u003e \u003cp\u003eOther Websites 390\u003c\/p\u003e \u003cp\u003eOrganisations 391\u003c\/p\u003e \u003cp\u003eArticles and Reviews About Dyslexia 392\u003c\/p\u003e \u003cp\u003eLiteracy 393\u003c\/p\u003e \u003cp\u003eReferences 394\u003c\/p\u003e \u003cp\u003eIndex 437\u003c\/p\u003e \u003cp\u003e\u003cb\u003eGavin Reid\u003c\/b\u003e 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.\u003c\/p\u003e \u003cp\u003eNow fully updated in its \u003ci\u003eFifth Edition\u003c\/i\u003e, Gavin Reid's best-selling handbook remains an essential resource in the fields of education and literacy. As in previous editions, theoretical explanations and the latest research are linked with practical solutions for helping dyslexic individuals of all ages. The book focuses on inclusion and meeting the individual's need within the mainstream educational system, but also addresses options for specialized provision. Chapters cover the basics of dyslexia, assessment issues and approaches, needs identification, the acquisition of literacy, strategies for supporting learning, and more.\u003c\/p\u003e \u003cp\u003eThe \u003ci\u003eFifth Edition\u003c\/i\u003e contains new coverage of multilingualism, the use of technology, co-existing conditions (including dyspraxia, dyscalculia, and ADHD), and positive dyslexia. It also adopts a more international focus by assembling the latest policies and best practices from around the world, including Asia, the Middle East, Canada, Australia, and Europe. Filled with practical suggestions, learning summaries, and helpful activities for readers, this comprehensive and accessible explanation of the latest debates and developments in dyslexia continues to inform and support practitioners and trainees in the field.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989094187237,"sku":"NP9781118980101","price":43.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118980101.jpg?v=1761782770","url":"https:\/\/k12savings.com\/products\/dyslexia-isbn-9781118980101","provider":"K12savings","version":"1.0","type":"link"}