Download Dyslexia: A Practitioner's Handbook by Gavin Reid PDF

By Gavin Reid

The most goal of this new version is to include the latest theoretical and functional examine within the box of dyslexia and literacy and current it in a consumer pleasant structure for Practitioners. It refers back to the most up-to-date executive experiences on literacy and dyslexia in a few international locations comparable to, united states, united kingdom, Canada, New Zealand and Australia. every one bankruptcy has a precis at first and, on the finish, key issues and 'points to think about' are checked out.

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Additional info for Dyslexia: A Practitioner's Handbook

Example text

There are all sorts of reasons why people don’t read well but we can’t determine why that is. ece). This chapter will discuss some of the main areas of research on dyslexia from Europe, the United States, Canada, the Middle East, Australia and New Zealand. This research indicates that dyslexia is a global concern and that it is also an area where significant collaborative studies have taken place. Many of these have involved joint initiatives, with researchers from different countries and continents working together.

Frith (2002) suggests that dyslexia is a neuro-developmental disorder with a ‘biological origin and behavioural signs which extend far beyond problems with written language’ (p. 45). The discussion of the research in the remainder of this chapter will broadly follow the causal modeling framework but it needs to be appreciated that one of Frith’s points about the framework is that it should be seen as being fluid and flexible and incorporating overlapping dimensions. This means that some aspects such as phonological processing can have an impact on all three—neurological, cognitive and educational dimensions.

A child frustrated by an inability to learn, or do something that others seem able to do gets deeper and deeper into trouble. Not only does he fall behind his contemporaries academically, but school becomes a misery. To remedy this sort of disaster for individual children is the avowed purpose of Government, as evidenced in Every Child Matters, and, in Scotland, Getting it Right for Every Child’. These points indicate the importance of teachers taking ownership of assessment as early as possible and that early identification is crucial to prevent the spiral of failure that so often accompanies the school performances of students with literacy difficulties.

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