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Author: John Everatt
Publisher: Routledge
ISBN: 1351795953
Category : Education
Languages : en
Pages : 273
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Book Description
Dyslexia: Theories, Assessment and Support offers a broad perspective on dyslexia, providing a range of views from theory to practice which help explain the continued controversy surrounding the condition. Offering a framework on which to understand the concept of dyslexia, the book considers procedures that can both identify the condition and help support those with it. With a focus on self-concept, the authors highlight ways to positively influence both literacy acquisition and individual well-being. This book is ideal reading for those taking courses on dyslexia or literacy learning difficulties within education, psychology and related disciplines. It will be of great interest to specialist teachers, special education staff, educational psychologists and those in related occupations.
Author: Torleiv Høien
Publisher: Springer Science & Business Media
ISBN: 9401713294
Category : Education
Languages : en
Pages : 250
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Book Description
Dyslexia research has been proceeding by quantum leaps. Great advances have been made in the past few years, and while many unanswered questions remain, we nonetheless do know a great deal about the causes and nature of the condition, and how teachers should treat it. This book, by two of Europe's leading experts, gathers together a vast amount of recent international research on the causes and remediation of dyslexia, and presents a cognitive model of the normal reading process and a process-analytic diagnostic model. Much of this material appears in English for the first time.
Author: John Everatt
Publisher: Routledge
ISBN: 1351795953
Category : Education
Languages : en
Pages : 273
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Book Description
Dyslexia: Theories, Assessment and Support offers a broad perspective on dyslexia, providing a range of views from theory to practice which help explain the continued controversy surrounding the condition. Offering a framework on which to understand the concept of dyslexia, the book considers procedures that can both identify the condition and help support those with it. With a focus on self-concept, the authors highlight ways to positively influence both literacy acquisition and individual well-being. This book is ideal reading for those taking courses on dyslexia or literacy learning difficulties within education, psychology and related disciplines. It will be of great interest to specialist teachers, special education staff, educational psychologists and those in related occupations.
Author: Angela Fawcett
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
This is the 2001 volume in the series emanating from successive International Conferences organised by the British Dyslexia Association. Considerable progress has been made in identifying the causes of dyslexia and providing intervention to break into the cycle of failure. This selection of papers, from the 5th International Conference of the British Dyslexia Association in 2001, brings together perspectives on aspects of theory and practice. A key feature is the inclusion of a series of chapters on good practice from infancy to adulthood, in addition to themes on biological bases, cognitive processes and intervention. The research reported covers all the major theories of dyslexia and reflects state-of-the-art knowledge in developing areas such as genetics and infancy research. Authors include not only keynote speakers Maryanne Wolf, Joe Torgesen and John Stein, but also many other major international players. A particular highlight is the call from Rod Nicolson to consider targets for dyslexia research for the next decade, in terms of unity of purpose.
Author: Terezinha Nunes
Publisher: Springer Science & Business Media
ISBN: 9401717311
Category : Language Arts & Disciplines
Languages : en
Pages : 808
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Book Description
PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.
Author: Julian G. Elliott
Publisher: Cambridge University Press
ISBN: 0521119863
Category : Education
Languages : en
Pages : 295
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Book Description
An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.
Author: Martin Turner
Publisher: Springer Science & Business Media
ISBN: 0306485346
Category : Medical
Languages : en
Pages : 294
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Book Description
In long-ago 1999, the Dyslexia Institute and Plenum Press conceived a plan for two books which would gather the best of current knowledge and practice in dyslexia studies. This would benefit those—but not only those—many individuals who train with us, acquiring a postgraduate certificate and diploma with our higher education partner, the University of York. Since then, the century changed, the hinge of history creaked and Plenum was taken over by Kluwer Academic Publishers, but the first of the pair, Dyslexia in Practice, emerged quickly and on schedule (Townend and Turner, 2000). Written by staff and close associates of the Institute, its chapters were produced under close scrutiny and with the expedition of a command economy. To our delight, the book has seen a success which went beyond the dreams of its editors: it has been adopted by other courses similar to our own and is widely referred to. The same was never likely to be true of The Study of Dyslexia, which was envisaged as a theoretical companion volume written by authors and researchers of international repute. Nearly five years after the idea first took shape, this second volume now arrives to complete the enterprise, but it has been a very different project.
Author: Regina G. Richards
Publisher:
ISBN: 9780760603086
Category : Agraphia
Languages : en
Pages : 308
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Book Description
The first goal of this book is to describe the processing styles inherent in dyslexia and dysgraphia in sufficient detail to allow you to identify such students with a degree of confidence. The second goal is to describe strategies and compensations for students who struggle with academic skills.
Author: Edmund Burke Huey
Publisher:
ISBN:
Category : Reading, Psychology of
Languages : en
Pages : 500
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Book Description
Author: Roderick Nicolson
Publisher: MIT Press
ISBN: 0262293129
Category : Medical
Languages : en
Pages : 307
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Book Description
A unique overview of research on dyslexia and an account of the underlying causes at cognitive, brain, and neural system levels that provides a framework for significant progress in the understanding of dyslexia and other related learning disabilities. Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a “middle-class myth,” dyslexia is now the subject of a complex—and confusing—body of theoretical and empirical research. In Dyslexia, Learning, and the Brain, leading dyslexia researchers Roderick Nicolson and Angela Fawcett provide a uniquely broad and coherent analysis of dyslexia theory. Unlike most dyslexia research, which addresses the question “what is the cause of the reading disability called dyslexia?” the authors' work has addressed the deeper question of “what is the cause of the learning disability that manifests as reading problems?” This perspective allows them to place dyslexia research within the much broader disciplines of cognitive psychology and cognitive neuroscience and has led to a rich framework, including two established leading theories, the automatization deficit account (1990) and the cerebellar deficit hypothesis (2001). Nicolson and Fawcett show that extensive evidence has accumulated to support these two theories and that they may be seen as subsuming the established phonological deficit account and sensory processing accounts. Moving to the explanatory level of neural systems, they argue that all these disorders reflect problems in some component of the procedural learning system, a multiregion system including major components of cortical and subcortical regions. The authors' answer to the fundamental question “what is dyslexia?” offers a challenge and motivation for research throughout the learning disabilities, laying the foundations for future progress.
Author: Joanna Kellogg Uhry
Publisher:
ISBN: 9781416401155
Category : Dyslexia
Languages : en
Pages : 0
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Book Description
