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Dyslexia in Practice A Guide for Teachers

It addresses some fundamental questions that are seldom asked and much of what the skilled teacher knows and does is set down here in print for the first time. From the Preface: `Collectively, the chapters provide a synthesis of current practice focusing on how to assess and treat the symptoms of dy...

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Bibliographic Details
Other Authors: Townend, Janet (Editor), Turner, Martin (Editor)
Format: eBook
Language:English
Published: New York, NY Springer US 2000, 2000
Edition:1st ed. 2000
Subjects:
Learning
Instruction
Teaching
Phonology And Phonetics
Phonology
Learning & Instruction
Cognitive Psychology
Teaching And Teacher Education
Online Access:
Collection: Springer Book Archives -2004 - Collection details see MPG.ReNa
Table of Contents:
  • 1. Phonological Awareness and Other Foundation Skills of Literacy
  • Defining the Terms
  • The Research Background
  • How Do these Skills Relate to Literacy?
  • How Do these Difficulties Relate to Dyslexia?
  • The Range of Skills: The Range of Difficulties
  • Early Identification of Dyslexia
  • How Do the Principles of Specialist Teaching Relate to these Skills?
  • Teaching the Foundation Skills
  • Conclusion
  • References
  • 2. Spoken Language
  • Spoken Language Development
  • The Structure of Language
  • Spoken Language Difficulties of the Dyslexic Student
  • Assessment
  • Practical Suggestions for Addressing Spoken Language Deficits
  • Conclusion
  • References
  • 3. The Bilingual Dyslexic Child: An Overview of Some of the Problems Encountered
  • Global Concerns
  • What is Bilingualism?
  • Bilingualism in Malta
  • Bilingualism and Dyslexia
  • Learning Disability or Limited Exposure to the English Language?
  • Assessment Measures
  • Case Studies
  • Conclusion
  • References
  • 4. From Assessment to Teaching: Building a Teaching Program from a Psychological Assessment
  • Can a Special Education Teacher Perform a
  • Psychological Assessment?
  • The Place of Assessment in Guided Teaching
  • The Place of Intelligence Quotient Tests
  • Development and the Profile of Strengths and Weaknesses
  • The Survey of Attainments
  • Interpreting the Psychologist’s Report
  • The Value of Early Intervention
  • Building a Successful Teaching Program
  • The Individual’s Attitude to His or Her Learning Difficulty
  • Liaison with the Student’s School
  • The Use of Scarce Time
  • Two Case Studies
  • Summary
  • References
  • 5. Teaching Basic Reading and Spelling
  • The Normal Acquisition of Literacy
  • The Dyslexic Learner
  • Principles of Multisensory Teaching
  • Learning the Structure of English Spelling
  • Structured Language Programs
  • The Lesson
  • Problems and Solutions
  • Choosing or Making Materials for Dyslexic
  • Students to Read
  • Timing
  • Spelling in Prose
  • Monitoring Progress
  • A Model for Developing a Dyslexia Policy in Industry
  • Some Suggestions for a Dyslexia Policy at a University
  • Conclusion
  • References
  • Appendix 1: The Multisensory Spelling Program
  • Appendix 2: Double Vowel Power and Suffixing Logic
  • Appendix 3: Multisensory Meanings
  • 13. The Dyslexic Child at School and at Home
  • The Dyslexic Child in School
  • The Dyslexic Child at Home
  • Resources
  • References
  • About the Authors
  • Author Index
  • Proofreading
  • Is Structured, Cumulative, Multisensory Teaching Effective?
  • Summary
  • Teaching Resources
  • References
  • 6. Developing Writing Skills
  • Mechanical Aspects
  • Writing to Communicate
  • Writing with Information Communication Technology (I.C.T.)
  • Learning to Write: Writing to Learn
  • References
  • 7. Using Literacy Development Programs
  • Developing Basic Literacy Skills—Active Literacy Kit
  • Case Study 1: Lucy
  • Units of Sound: Audiovisual Program
  • Units of Sound: Multimedia Version 2
  • Case Study 2: Philip
  • Developing Literacy for Study and Work:
  • A Program for Teenagers and Adults
  • Case Study 3: George
  • Conclusion
  • Resource Materials
  • References
  • 8. Higher Level Literacy Skills
  • What are the Higher Level Literacy Skills?
  • Literature Review
  • The Late Manifestation of Literacy Difficulties
  • Reading
  • Higher Level Spelling Skills
  • Higher Level Writing Skills
  • Summary
  • References
  • 9. The Learning Skills
  • Mary Flecker
  • Jennifer Cogan
  • An Introduction to Organization
  • The Organization of Reading
  • The Organization of Words
  • The Organization of Writing
  • Memory: Putting It In
  • Memory: Keeping It In
  • Memory: Pulling It Out
  • Metacognition
  • References
  • 10. Students, Dyslexia, and Mathematics
  • Problems for Dyslexic Pupils
  • Testing and Assessment
  • How Can We Help?
  • What Can Parents Do?
  • Conclusion
  • References
  • 11. Information and Communication Technology and Dyslexia
  • Advantages of Information and Communication Technology
  • Hardware
  • Hardware and Software
  • Software
  • Keyboard Skills
  • Core Teaching Programs
  • Internet
  • Conclusion
  • References
  • 12. The Challenge of Dyslexia in Adults
  • Some Possible Causes and Consequences
  • The Effect Dyslexia Can Have on the Adult
  • Identifying Dyslexia in Adults
  • Negotiating Learning Programs
  • Teaching Dyslexic Adults
  • Teaching Spelling
  • Teaching Reading
  • A Word about Number
  • Functional Literacy

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