Dyslexia

A Practitioner's Handbook
 
 
Wiley-Blackwell (Verlag)
  • 5. Auflage
  • |
  • erschienen am 21. Januar 2016
  • |
  • 504 Seiten
 
E-Book | PDF mit Adobe DRM | Systemvoraussetzungen
978-1-118-98011-8 (ISBN)
 
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 practitioners
5. Auflage
  • Englisch
  • Hoboken
  • |
  • Großbritannien
John Wiley & Sons Inc
  • Für Beruf und Forschung
  • Überarbeitete Ausgabe
  • 2,43 MB
978-1-118-98011-8 (9781118980118)
1118980115 (1118980115)
weitere Ausgaben werden ermittelt
  • Intro
  • Dyslexia
  • Contents
  • 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
  • Points for Reflection
  • Chapter 2 Explaining Dyslexia: The Range of Research
  • Causal Modelling Framework
  • Causal Modelling Framework: An Explanation
  • 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
  • Points for Reflection
  • 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
  • Self-concept
  • The Role of Parents
  • Assessment and Inclusion
  • The Bilingual Learner
  • Points for Reflection
  • Chapter 4 Identifying Needs
  • The Context
  • Information Processing
  • Factors That Can Prompt Concern
  • Pre-school
  • School Age
  • After Around 2 Years at School
  • Upper Primary
  • Secondary
  • Further and Higher Education
  • Workplace
  • 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
  • Discrepancy Model
  • Policy Model
  • Stage Process Model
  • Curriculum-focused Model
  • Barriers to Learning
  • Whole-School Involvement
  • Early Warning Signs
  • Assessment/Consultancy with Management Team
  • Monitoring/Review Meeting
  • Points for Reflection
  • Chapter 5 Assessment: Approaches and Resources
  • The Use of Tests-Points to Ponder
  • Assessment and Information Processing
  • Cognitive Measures
  • Assessment of Processing Skills
  • Comprehensive Test of Phonological Processing (CTOPP-2)
  • Woodcock Reading Mastery Tests
  • Gray Oral Reading Tests (GORT-5)
  • Standardised/Psychometric Criteria
  • Standardisation
  • Psychometric
  • Wechsler Individual Achievement Test (WIAT-II and III)
  • Comment
  • Phonological Representation and Assessment
  • Screening
  • Curriculum Assessment
  • Miscue Analysis
  • Assessment in Context
  • Assessment for Learning
  • Principles of Formative Assessment in Practice
  • Metacognitive Assessment
  • Assisted Assessment
  • Multiple Intelligences Approaches
  • A Components Approach
  • Observational Assessment
  • Observational Framework
  • Attention
  • Organisation
  • Sequencing
  • Interaction
  • Language
  • Comprehension
  • Reading
  • Visual
  • Auditory
  • Motivation/Initiative
  • Self-concept
  • Relaxation
  • Learning Preferences
  • Learning Context
  • Systematic Observation
  • Summary
  • Points for Reflection
  • Chapter 6 Reading-Social, Cultural and Government Perspectives
  • The Social Context for Literacy
  • Literacy and Culture
  • Defining Literacy
  • Critical Literacy
  • Engaging the Reader through Critical Literacy
  • Challenging Assumptions
  • Government Initiatives
  • Literacy Standards and International Comparisons
  • PISA Study
  • Literacy Initiatives
  • Points for Reflection
  • Chapter 7 The Acquisition of Literacy
  • What is Reading?
  • Factors to Consider
  • Phonological Awareness
  • The Alphabetic System-Ehri
  • Reading as a Process
  • Reading Skills
  • Reading Practice
  • Developing Reading Skills
  • Key Factors
  • The Development of Reading
  • Developing Print Awareness
  • Visual Aspects
  • Role of Phonological Information
  • Phonological Representations and Dyslexia
  • Stages of Reading Development
  • Logographic Stage
  • Alphabetic Stage
  • Orthographic Stage
  • Limitations of the Stage Model of Reading
  • Reading and Memory
  • Relationship Between Phonology and Orthography
  • Dyslexia and Different Orthographies
  • Points for Reflection
  • Chapter 8 Reading Models and Methods
  • Bottom-Up and Top-Down Models
  • Connectionist Models
  • Balance Model of Reading
  • Method of Teaching Reading
  • Phonic Model
  • Look-and-Say Model
  • Language Experience Models
  • Developing Reading Skills
  • Teaching Reading-the Debate
  • Balanced Approach
  • Reading Interventions
  • Methodological Issues in Reading Intervention Research
  • Factors to Consider in Developing and Using Reading Approaches
  • The Literacy Experience
  • Framework for Teaching
  • Summary
  • Points for Reflection
  • Chapter 9 The Acquisition of Literacy: Spelling
  • Why is Spelling Difficult?
  • Systems Involved in Spelling
  • Phonological Systems
  • Spelling and Speech
  • Visual Systems
  • Homophones
  • Spelling Skills
  • Spelling Development
  • Spelling Policy
  • Spelling Strategies
  • Word Lists
  • Visual Strategies
  • Simultaneous Oral Spelling
  • Language Experience Approaches
  • Cued Spelling
  • Paired Spelling
  • Spelling Materials
  • The ACE Spelling Dictionary
  • Catchwords
  • Photocopiable Resources
  • Points for Reflection
  • Chapter 10 Expressive Writing
  • The Importance of Writing
  • Relationship Between Writing and Spelling
  • Expressive Writing: The Process
  • Cognitive Skills Associated with Writing
  • Writing in the Curriculum
  • Developing Metacognitive Skills through Writing
  • Metacognitive Strategies for Writing
  • Strategies for Writing
  • My Favourite Things
  • Motivation and Writing
  • Planning
  • Pre-writing Framework
  • Ideas/Detail
  • Organisation
  • Voice
  • Word Choice
  • Sentence Fluency
  • Conventions
  • Presentation
  • Developing Ideas
  • Handwriting
  • Handwriting - Some Points to Consider
  • Dysgraphia
  • Summary
  • Points for Reflection
  • Chapter 11 Teaching Approaches: Points to Consider
  • Overview of Approaches
  • The Context
  • Assessment and the Curriculum
  • The Learner
  • Programmes and Approaches-Some Considerations
  • Automaticity, Overlearning and Structure
  • Structure
  • Overlearning
  • Principles
  • Issues
  • Points for Reflection
  • Chapter 12 Supporting Literacy: Individualised Programmes
  • Criteria for Selection
  • Individualised Programmes
  • Orton-Gillingham (OG)
  • The Hickey Multisensory Language Course
  • Bangor Dyslexia Teaching System
  • Letterland
  • Reading Recovery
  • Identification
  • Evaluation of Reading Recovery
  • Toe by Toe: Multisensory Manual for Teachers and Parents
  • Alternative Approaches
  • Dietary Approaches
  • Exercise and Movement
  • The Inhibition of Primitive Reflexes
  • Educational Kinesiology
  • Comment on Alternative Interventions
  • Comment-Issues to Consider
  • Points for Reflection
  • Chapter 13 Supporting Literacy: Approaches and Strategies
  • Phonics Instructional Approaches
  • Jolly Phonics
  • Ann Arbor Publications
  • Interactive Literacy Games
  • Visual Stress
  • Smart Kids
  • Language Experience
  • Other Support Approaches
  • THRASS
  • Units of Sound
  • TextHelp
  • Inspiration
  • Phonological Approaches
  • Sound Linkage
  • Phonological Awareness Procedure
  • Phonic Code Cracker
  • High-Interest Books-History
  • Barrington Stoke (www.barringtonstoke.com)
  • Start to Finish Books
  • Differentiated Texts
  • Visual Factors
  • The Use of Visual Skills
  • Motor Aspects
  • Assisted Learning
  • Paired-reading
  • Evaluation of Paired-Reading as a Strategy
  • Comment
  • Summary
  • Points for Reflection
  • Chapter 14 Supporting Learning
  • Effective Learning
  • Key Points about Learning
  • The Learning Process
  • Realising Potential
  • Zone of Proximal Development
  • Developing Learning Skills
  • Learning Strategies
  • Multiple Intelligences
  • Study Skills
  • Set Goals
  • Feedback
  • Memory-Some Strategies
  • The Role of Self-esteem
  • Creativity and the 'Gifted' Dyslexic Student
  • Summary
  • Points for Reflection
  • Chapter 15 Inclusion: Curriculum Access
  • The Context
  • Responding to the Diverse Needs of Students
  • The Challenges
  • Individual Needs and Meeting the Needs of All
  • Meeting Curriculum Objectives
  • Index for Inclusion
  • Tensions and Contradictions
  • Assessment, Need and Accountability
  • Removing Barriers to Achievement
  • Interventions and Inclusion
  • The Debate
  • Implications
  • Making the School Inclusive
  • The Index for Inclusion Network
  • Equity
  • Principles of Inclusion
  • An Inclusive School
  • Healthy Schools
  • Supporting Inclusion
  • Staff Support and Training
  • Student Advocacy
  • Self-advocacy: Challenge or Threat?
  • Dyslexia and Self-advocacy
  • Staff Support
  • Key Factors
  • Points for Reflection
  • Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum
  • Responsibility
  • Features of Secondary Schools
  • Differentiation and Curricular Development
  • Differentiation and Assessment
  • Subject Areas
  • Mathematics
  • Music
  • Science Subjects
  • Physics
  • English
  • Essay and Report Writing
  • Additional Language Learning
  • Social Subjects
  • Multiple Intelligences in Secondary Schools
  • Physical Education
  • Staff Development
  • Challenges: Key Areas
  • Points for Reflection
  • Chapter 17 Inclusion: Further and Higher Education and the Workplace
  • Further and Higher Education
  • Identification and Assessment
  • Assessment: The Context
  • Assessment: The Process
  • Factors to Consider
  • Assessment: The Effect
  • Feedback
  • Experience of Further and Higher Education
  • Models of Supports
  • Self-disclosure
  • Study Skills Models
  • Perceptions of Support
  • Coping Strategies
  • Self-esteem
  • The Workplace
  • Concluding Comment
  • Points for Reflection
  • Chapter 18 The Role of Parents
  • Parental Concerns
  • Focusing on Positives
  • Parental Support
  • Parents' Challenges
  • Frustration
  • Trust
  • Understanding
  • Emotional Aspects
  • Parents as Partners
  • Points for Reflection
  • Chapter 19 Multilingualism: Challenges and Responses
  • Background and Context
  • Cultural Factors
  • Identification
  • Culture-fair Assessment
  • Teaching
  • Key Principles
  • Metacognitive Awareness/Schema
  • Concluding Points
  • Points for Reflection
  • Chapter 20 The Overlap-Dyslexia: Attention, Coordination, Auditory Processing and Numeracy
  • Introduction
  • The Overlap Dilemma
  • Attention Issues
  • Discrete Syndrome?
  • Framework for Attention Difficulties
  • Neurological Level
  • Cognitive Level
  • Classroom Factors
  • Identifying and Defining Attention Difficulties
  • Criteria
  • Intervention
  • ADHD and Creativity
  • Coordination, Movement and Handwriting
  • Intervention Strategies-15 Tasks to Try
  • Handwriting
  • Dysgraphia characteristics
  • Handwriting-Some Points to Consider
  • Dysgraphia Strategies
  • Early Intervention
  • Auditory Processing
  • Diagnosis and Overlap
  • Management of APD
  • Intervention
  • Treatments
  • Auditory Training
  • Home or School-Transitioning to Different Environments
  • Difficulty with Numbers
  • Introduction and Definition
  • Definitions
  • Reading in Mathematics
  • Diagnosing Dyscalculia
  • Intervention
  • Points for Reflection
  • Chapter 21 The Use of Computers and Technology
  • Introduction
  • iPads
  • Dyslexia Toolkit
  • Other Issues
  • Approaches Using New Technology
  • Resources-Computer Programs
  • British Dyslexia Association New Technologies Committee (BDA NTC)
  • Comment
  • Points for Reflection
  • Chapter 22 Positive Dyslexia
  • The Background
  • Five Key Factors
  • Recognising the Need to Boost Self-esteem
  • How Dyslexia Affects Children's Learning
  • Metacognition
  • Encourage Creativity
  • Provide Feedback to Students About Their Own Personal Progress
  • Encourage Self-assessment
  • Develop Student Responsibility
  • Enhancing Creativity
  • Concluding Comment
  • Points for Reflection
  • Appendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers
  • Test of Phonological Awareness, Second Edition: Plus (TOPA-2+) (2004)
  • Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) (2013)
  • Launch Into Reading Success-Test of Phonological Awareness (1997)
  • GORT-5: Gray Oral Reading Tests, Fifth Edition (2012)
  • TOWRE-2-Test of Word Reading Efficiency, Second Edition (2012)
  • WIST (Word Identification and Spelling Test) (2004)
  • DIBELS
  • Bangor Dyslexia Screening Test
  • Dyslexia Screening Test-Junior (DST-J) (2004)
  • Dyslexia Screening Test-Secondary (DST-S) (2004)
  • Dyslexia Screener (2004)
  • Cognitive Profiling System (CoPS) Version 5.1 (2010)
  • Special Needs Assessment Profile
  • WIAT-II UK for Teachers (2006)
  • Wechsler Individual Achievement Test (WIAT-II) (UK Norms and III US and Canada Norms Only)
  • Phonological Assessment Battery Revised (PhAB-2 )
  • HAST-2 Helen Arkell Spelling Test
  • Wide Range Achievement Test (WRAT 4)
  • Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (2003)
  • Test of Auditory Processing Skills-3 (TAPS-3)
  • Appendix 2 Further Contacts
  • International
  • North and South America and Canada
  • Australia and New Zealand
  • Europe
  • Middle East
  • Asia
  • Africa
  • Other Websites
  • Organisations
  • Articles and Reviews About Dyslexia
  • Literacy
  • References
  • Index
  • EULA

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