Dyslexia In Practice: A Guide For Teachers

Paperback | September 30, 2000

EditorJanet TownendRevised byMartin Turner

not yet rated|write a review
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

Pricing and Purchase Info

$154.95

In stock online
Ships free on orders over $25

From the Publisher

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 abil...

Format:PaperbackDimensions:342 pages, 9.25 × 6.1 × 0.04 inPublished:September 30, 2000Publisher:SpringerLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0306462524

ISBN - 13:9780306462528

Look for similar items by category:

Customer Reviews of Dyslexia In Practice: A Guide For Teachers

Reviews

Extra Content

Table of Contents

Foreword. Introduction. 1. Phonological awareness and other foundation skills of literacy; J. Townend. 2. Spoken language; C. Borwick. 3. The bilingual dyslexic child: An overview of some of the difficulties encountered; C. Firman. 4. From assessment to teaching: Building a teaching programme from a psychological assessment; M. Turner, A. Nicholas. 5. Teaching basic reading and spelling; J. Walker. 6. Developing writing skills; W. Goldup. 7. Using literacy development programmes; H. Moss. 8. Higher level literacy skills; C. Elwell, J. Townend. 9. The learning skills; M. Flecker, J. Cogan. 10. Pupils, Dyslexia and mathematics; P. Clayton. 11. Information and communication technology (ICT) and dyslexia; M. Rooms. 12. The challenge of dyslexia in adults; J. Lee. 13. The dyslexic child at school and at home; W. Goldup, C. Ostler.

Editorial Reviews

`...One of the strengths of this book is its basis in extensive and in-depth educational practice... In this book one finds many promising practices clearly described. The Editors are to be congratulated for undertaking a difficult but valuable task in what continues to be a controversial field...' Peter D. Pumfrey in The Psychology of Education Review, 26:1