Details

Autor(en) / Beteiligte

• Townend, Janet[Herausgeber]
• Turner, Martin[Herausgeber]

Titel

Dyslexia in Practice : A Guide for Teachers

Ort / Verlag

Boston, MA : Springer US

Erscheinungsjahr

2000

Link zum Volltext

• Volltext

Beschreibungen/Notizen

• 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 -- Spe
• 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 --^
• 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
• Dyslexia is a specific learning difficulty that hinders the learning of literacy skills. This problem with managing verbal codes in memory is neurologically based and tends to run in families. Other symbolic systems, such as mathematics and musical notation, can also be affected. Dyslexia can occur at any level of intellectual ability. It can accompany, but is not a result of, lack of motivation, emotional disturbance, sensory impairment or meagre opportunities. The effects of dyslexia can be alleviated by skilled specialist teaching and committed learning. Moreover many dyslexic people have visual and spatial abilities which enable them to be successful in a wide range of careers. The appearance of this book .. is to be welcomed. It represents a full statement of the best practice to be found in the many kinds of intervention that are conducted with dyslexic students.^
• 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 dyslexia, guided by a proper understanding of the cognitive and linguistic weaknesses that underpin the condition. The book makes clear that the backbone of intervention for dyslexia is a highly structured multisensory approach that teaches reading and spelling skills at the appropriate rate. However, it is also explicit in pointing out that such a programme must be delivered with due attention to individual differences in the other cognitive skills that contribute to literacy development, and take account of the learner's style, interests and not least their confidence and self-esteem.^
• This book provides an important resource for teachers who wish to become competent in the skills required for the assessment, teaching, supporting and counselling of dyslexic people in a variety of settings. It promises to reach many teachers and in turn, their students and families'. Margaret J. Snowling, University of York, UK.