Details
- Autor(en) / Beteiligte
- Titel
- The dyslexic adult : interventions and outcomes : an evidence based approach [electronic resource]
- Auflage
- Second edition
- Link zum Volltext
- Beschreibungen/Notizen
- Description based upon print version of record.
- Includes bibliographical references and index.
- Intro -- The Dyslexic Adult -- Contents -- Preface to the Second Edition -- Preface to the First Edition -- Acknowledgements -- Prologue -- 1. Dyslexia in the Adult Years -- Introduction -- History -- Terminology -- Defining Dyslexia -- Evidence-based Practice -- The Nature of Dyslexia: Behavioural Characteristics -- Observable Behavioural Characteristics -- Affective Characteristics -- Positive Characteristics -- Behavioural Characteristics: Empirical Evidence -- Explaining Characteristics -- Biology and Neurology -- Cognition -- Dyslexia: AWorking Memory Model -- Explaining Positive Characteristics -- Explaining Affective Characteristics -- A Working Definition -- Dyslexia and Other Syndromes -- Dyspraxia -- Dyscalculia -- Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder -- Asperger's Syndrome -- Visual Stress -- Degrees of Dyslexia -- The Prevalence of Dyslexia -- Summary -- 2. Interventions -- Introduction -- Psychological Development in the Adult Years -- Transitions -- Successful Adjustment -- Risk and Resilience -- Learning in Adulthood -- Types of Intervention -- The Role of the Tutor/Coach -- Key Skills -- The Development of Metacognitive Skills -- Skill Development, Compensation and Accommodation: An Integrated Framework for Development -- Alternative Interventions -- Summary -- 3. Identification and Assessment -- Introduction -- Information Gathering -- Interviews -- Screening -- Checklists -- Computer-based Tests -- LADS - Plus Version -- StudyScan and QuickScan -- Individually Administered Tests -- York Adult Assessment Battery -- Dyslexia Adult Screening Test (DAST) -- Scholastic Abilities Test for Adults (SATA) -- Formal Diagnosis -- Testing Intelligence -- WAIS-IV -- Verbal Tests -- Working Memory Tests -- Perceptual Reasoning Tests -- Processing Speed -- The Global Composite - Full Scale IQ.
- The Specific Composite - Index Scores -- The Sub-test - Level WAIS-IV as an Ipsative Test -- The Item Level and Task Cognitive Capacities -- Abbreviated Scales -- Tests for Teachers -- Further Psychological Testing -- Phonological Processing and Naming Speed -- Memory Ability -- Executive Functioning -- Achievements in Literacy and Numeracy -- Reading -- Reading Levels -- The Components of a Reading Assessment -- Decoding -- Comprehension -- Listening Comprehension -- Speed of Reading -- The Assessment of Metacognition in Reading -- The Assessment of Reading Skills and Information Technology -- Writing and Spelling -- Numeracy -- Measuring Affective Characteristics -- Self-Esteem -- Anxiety -- Re-assessment -- Diagnosis and English as an Additional Language -- Diagnosis and Other Syndromes -- Dyspraxia/DCD -- Dyscalculia -- ADD/ADHD -- Asperger's Syndrome -- Visual Stress -- Pretending to Have a Learning Difficulty -- Feedback to Client -- Report Writing -- Summary -- Appendix A: Sample Report -- Appendix B: A Guide through the Maze of Assessments -- 4. Counselling -- Introduction -- Aims of Counselling -- Issues in Counselling Dyslexic People -- Approaches to Counselling -- Couple Counselling -- Referring On -- Summary -- 5. Personal Development -- Introduction -- Self-understanding -- The Nature of the Difficulty -- Interpreting Dyslexia -- Abilities and Strengths -- Metacognition -- The Importance of Metacognition to Learning and Working -- A Metacognitive Technique -- Issues in Personal Development -- Self Advocacy -- Personal Organisation -- Goal Setting -- Prioritisation -- Memory Skills -- Social Skills -- A Dyslexic Person's Perspective -- A Case History - C -- Summary -- 6. Literacy for Living -- Introduction -- Prose Literacy -- Document Literacy -- Quantitative Literacy -- Lifelong Learning -- Planning a Programme.
- Information Processing and Literacy -- Improving Levels of Literacy -- Improving Reading Accuracy -- Improving Reading Comprehension -- The Pass Reading Strategy -- Improving Spelling -- Improving Writing -- Improving Quantative Literacy -- A Dyslexic Person's Perspective -- Coaches Comment -- Summary -- 7. Academic and Professional Learning Skills -- Introduction -- The Keys to Success in Higher and Professional Education -- The Importance of Metacognition -- Self-understanding and Self-reflection -- Self Reflection Attribution and Self Efficacy -- Learning and Working Styles -- Cognitive Learning Differences -- Behavioural Learning Styles -- Time Management -- Organisation of Work -- Reading -- Critical Reading Skills -- Comprehending Diagrammatic and Tabular Formats -- Essay Writing -- Understanding the Task - Question Analysis and Process Words -- Proofreading -- Grammar and Punctuation -- Spelling -- Listening Comprehension -- Note Taking -- Note Making -- Revision and Memory Skills -- Examinations -- Statistics -- Presentations -- Working in a Group -- Tutorials -- The Role of the Tutor -- The Role of the Student -- The Keys to Success -- The Responsibilities of Colleges and Universities -- Study Skills Course Outline -- A Dyslexic Person's Perspective -- Sample Assessment Report -- Summary -- 8. Career Development and Guidance -- Introduction -- Approaches to Counselling and Development -- Career Guidance: A Decision Making Model -- Career Guidance and the Dyslexic: A Model -- Case Example -- Career Development -- A Dyslexic's Perspective: Dyslexia and Journalism -- Summary -- 9. Dyslexia At Work -- Introduction -- The Whole Organisation: Awareness Training -- Disclosure: To Tell or Not To Tell -- Goodness of Fit -- Recruitment and Selection -- Recruitment -- Selection -- The Workplace Assessment/Consultation -- The Manager's Role.
- Challenges Facing Dyslexic People -- Metacognitive Skills at Work -- Transfer of Skills -- Evaluation and Reflection -- Changes and Transitions at Work -- Support in the Workplace -- Tutoring Training, Coaching and Mentoring -- A Coaching Example -- Programme Length -- Mentoring -- Addressing Challenges -- Organisation -- Time Management and Work Prioritisation -- Organisation of Work and the Work Space -- Memory -- Reading at Work -- Reading for Information -- Reading Complex Material -- Specific Visual Difficulties -- Performance Issues -- Written Work in the Office -- Record Keeping -- Report Writing -- Numeracy -- Proofreading and Checking -- Listening Skills at Work -- Minute and Note Taking -- Meetings -- Working in a Team -- Interviews -- A Note on the Use of Technology -- Workplace Consultancy Report -- A Coaching Course Outline -- Summary -- 10. Advocacy -- Introduction -- The Legislative Framework -- Dyslexia as a Mental Impairment -- Adverse Effects which are Substantial -- Long-Term Substantial Effects -- Normal Day-to-Day Effects -- Reasonable Adjustments -- Individual Needs -- Integrated Experience -- Essential Requirements of the Job/Course -- An Undue Financial or Administrative Burden -- Adjustments in Recruitment, Selection and Promotion -- Types of Test Accommodations/Adjustments -- Disclosing Dyslexia -- When to Say Something -- Whom to Tell -- What to Say -- Policy and Practice in Employment -- Legislation in Education and Training -- Policy in Higher Education -- Self-Help and Self-Help Groups -- Dyslexia and Criminal Law -- Summary -- Epilogue -- Appendix A Sample Interview Schedule -- Appendix B Useful Contact Addresses -- References -- Index.
- A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults.The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updatedCombines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and trainingProvides a clear guide to the kinds of assessment that can be conducted