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…mehr
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 practitionersHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
S
About the author. Introduction and acknowledgments. Chapter 1 What is dyslexia? Chapter 2 Finding out about dyslexia. Chapter 3 Finding out if my child is dyslexic. Chapter 4 Learning to read and why it is difficult for children with dyslexia. Chapter 5 Supporting my child with dyslexia. Chapter 6 Overlapping difficulties: Dyscalculia. Chapter 7 Overlapping difficulties: Dyspraxia and dysgraphia. Chapter 8 Attention difficulties. Chapter 9 Self-esteem and emotional development. Chapter 10 Empowering parents. Chapter 11 Parents' and children's voices. Chapter 13 Issues for parents to consider. Appendix 1 Assessment. Appendix 2 Programs. Appendix 3 DSM-IV and DSM-V: Criteria. Appendix 4 Information: Sources, resources and organizations. Appendix 5 Selected glossary. References. Index.
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
S
About the author. Introduction and acknowledgments. Chapter 1 What is dyslexia? Chapter 2 Finding out about dyslexia. Chapter 3 Finding out if my child is dyslexic. Chapter 4 Learning to read and why it is difficult for children with dyslexia. Chapter 5 Supporting my child with dyslexia. Chapter 6 Overlapping difficulties: Dyscalculia. Chapter 7 Overlapping difficulties: Dyspraxia and dysgraphia. Chapter 8 Attention difficulties. Chapter 9 Self-esteem and emotional development. Chapter 10 Empowering parents. Chapter 11 Parents' and children's voices. Chapter 13 Issues for parents to consider. Appendix 1 Assessment. Appendix 2 Programs. Appendix 3 DSM-IV and DSM-V: Criteria. Appendix 4 Information: Sources, resources and organizations. Appendix 5 Selected glossary. References. Index.
Rezensionen
Praise for the second edition: 'The target audience for this book is the non-specialist and, given the paucity of coverage on SEN/dyslexia in most initial teacher training programmes, this is likely to be a wide audience...Reid discusses the use of writing frames which are applicable across the curriculum and which can be modified for all learners. Many of these strategies can be used for all children, not just those identified as dyslexic and this is a real strength of this approach. Reid makes the case that effective support for dyslexics does not require the teacher to create activities which are only appropriate for individual teaching but are helpful for all learners...The layout of the book is clear, and a brief summary is provided at the end of each chapter.'SPECIAL magazine
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