About the Author

Other Books by Gavin Reid

Foreword

Preface

Chapter 1 Defining Dyslexia

Defining Dyslexia

Purpose of Definitions

How Should We Define Dyslexia?

Definitions

Barriers to Implementing Policy

Rose Review and Dyslexia

Education for Learners with Dyslexia

Different Perspectives and Agenda

Chapter 2 Explaining Dyslexia: The Range of Research

Causal Modelling Framework

Genetic Factors

Neurobiological Factors

Visual and Temporal Processing

Magnocellular Visual System

Procedural Timing

Hemispheric Symmetry

Processing Speed

Phonological Processing

Phonological Awareness and Multisensory Programmes

Morphological Processing

Glue Ear

Cognitive Skills

Metacognition

Environmental Factors

Additional Language Learning

Dyslexia in Different Orthographies

Self-disclosure in Adults

Chapter 3 Assessment: Issues and Considerations

The Context

Assessment Aims

Discrepancy Criteria

Listening Comprehension

Componential Model of Reading

Curriculum Focus

Why an Assessment?

How--the Assessment Process

Effect of an Assessment

Assessment--Points to Consider

Some Other Considerations

Assessment and Inclusion

The Bilingual Learner

Chapter 4 Identifying Needs

The Context

Information Processing

Factors that can Prompt Concern

Linking Assessment with Intervention and Support

Key aspects of an IEP

The Overlap

Assessing Performances

Criteria: Summary

Whose Responsibility

Early Identification

Models of Identification

Expert/Intervention--Attainment

Barriers to Learning

Whole-school Involvement

Chapter 5 Assessment: Approaches and Resources

The Use of Tests--Points to Ponder

Cognitive Measures

Assessment of Processing Skills

Comprehensive Test of Phonological Processing (CTOPP)

Woodcock Reading Mastery Tests

Gray Oral Reading Tests (Gort-4)

Standardised/Psychometric Criteria

Standardisation

Psychometric

Wechsler Individual Achievement Test (WIAT)

Comment

Phonological Representation and Assessment

Screening

Curriculum Assessment

Miscue Analysis

Assessment in Context

Assessment for Learning

Metacognitive Assessment

Multiple Intelligences Approaches

A Components Approach

Observational Assessment

Observational Framework

Systematic Observation

Summary

Chapter 6 Reading--Social, Cultural and Government Perspectives

The Social Context for Literacy

Literacy and Culture

Defining Literacy

Critical Literacy

Challenging Assumptions

Government Initiatives

Literacy Standards and International Comparisons

Pisa Study

Literacy Initiatives

Chapter 7 The Acquisition of Literacy

What is Reading?

Factors to Consider

Reading as a Process

Reading Skills

Reading Practice

Developing Reading Skills

Key Factors

The Development of Reading

Stages of Reading Development

Limitations of the Stage Model of Reading

Reading and Memory

Relationship between Phonology and Orthography

Dyslexia and Different Orthographies

Chapter 8 Reading Models and Methods

Bottom-Up and Top Down Models

Connectionist Models

Balance Model of Reading

Method of Teaching Reading

Developing Reading Skills

Teaching Reading--the Debate

Reading Interventions

Methodological Issues in Reading Intervention Research

Factors to Consider in Developing and Using Reading Approaches

The Literacy Experience

Framework for Teaching

Summary

Chapter 9 The Acquisition of Literacy: Spelling

Why is Spelling Difficult?

Systems Involved in Spelling

Spelling Skills

Spelling Development

Spelling Policy

Spelling Strategies

Spelling Materials

Chapter 10 Expressive Writing

The Importance of Writing

Relationship between Writing and Spelling

Expressive Writing: The Process

Cognitive Skills Associated with Writing

Writing in the Curriculum

Developing Metacognitive Skills through Writing

Metacognitive Strategies for Writing

Strategies for Writing

Motivation and Writing

Planning

Pre-writing Framework

Developing Ideas

Handwriting

Summary

Chapter 11 Teaching Approaches: Points to Consider

The Context

Assessment and the Curriculum

The Learner

Programmes and Approaches--Some Considerations

Over-learning

Principles

Issues

Chapter 12 Supporting Literacy: Individualised Programmes

Criteria for Selection

Orton-Gillingham

Procedure

The Hickey Multisensory Language Course

Bangor Dyslexia Teaching System

Letterland

Reading Recovery

Toe By Toe: Multisensory Manual for Teachers and Parents

Alternative Approaches

Comment--Issues to Consider

Chapter 13 Supporting Literacy: Approaches and Strategies

Phonics Instructional Approaches

Language Experience

Other Support Approaches

Phonological Approaches

High-interest Books--History

Barrington Stoke

Start to Finish Books

Differentiated Texts

Visual Factors

Motor Aspects

Assisted Learning

Summary

Chapter 14 Supporting Learning

Effective Learning

Key Points About Learning

The Learning Process

Realising Potential

Zone of Proximal Development

Developing Learning Skills

Learning Strategies

Multiple Intelligences

Study Skills

Set Goals

Feedback

Memory--Some Strategies

The Role of Self-esteem

Creativity and the 'Gifted' Dyslexic Student

Summary

Chapter 15 Inclusion: Curriculum Access

The Context

Responding to the Diverse Needs of Students

The Challenges

Meeting Curriculum Objectives

Index for Inclusion

Tensions and Contradictions

Assessment, Need and Accountability

Removing Barriers to Achievement

Interventions and Inclusion

Making the School Inclusive

Equity

Principles of Inclusion

An Inclusive School

Healthy Schools

Supporting Inclusion

Staff Support and Training

Student Advocacy

Dyslexia and Self-advocacy

Staff Support

Key Factors

Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum

Responsibility

Features of Secondary Schools

Differentiation and Curricular Development

Differentiation and Assessment

Subject Areas

Multiple Intelligences in Secondary Schools

Physical Education

Staff Development

Challenges: Key Areas

Chapter 17 Inclusion: Further and Higher Education and the Workplace

Further and Higher Education

The Workplace

Concluding Comment

Chapter 18 The Role of Parents

Parental Concerns

Parental Support

Parents' Challenges

Parents as Partners

Chapter 19 Multilingualism: Challenges and Responses

Background and Context

Cultural Factors

Identification

Culture-fair assessment

Teaching

Key Principles

Metacognitive awareness/schema

Concluding points

Chapter 20 The Overlap - Dyslexia: Attention, Coordination, Auditory Processing and Numeracy

Introduction

The Overlap Dilemma

Attention Issues

Identifying and Defining Attention Difficulties

Intervention

ADHD and Creativity

Coordination, Movement and Handwriting

Characteristics

Intervention Strategies - 15 Tasks to Try

Handwriting

Dysgraphia Strategies

Early Intervention

Auditory Processing

Diagnosis and Overlap

Management of APD

Intervention

Difficulty with numbers

Introduction and definition

Reading in Mathematics

Diagnosing Dyscalculia

Intervention

Chapter 21 The Use of Computers and Technology

Introduction

Approaches using New Technology

Resources - computer programmes

British Dyslexia Association New Technologies Committee

Chapter 22 'Sunny side up' Positive Dyslexia

The background

Five key factors

How dyslexia affects children's learning

Metacognition

Encourage creativity

Provide feedback to students about their own personal progress

Encourage self-assessment

Develop student responsibility

Enhancing creativity - case study

Concluding comment

Appendix 1 Some tests for Dyslexia that can be used by teachers

Test of Phonological Awareness-Second Edition: PLUS (TOPA-2+)

Comprehensive Test of Phonological Processing (CTOPP)

Launch into Reading Success--Test of Phonological Awareness

GORT-5: Gray Oral Reading Tests, Fifth Edition

TOWRE -2--Test of Word Reading Efficiency 2nd edition

WIST (Word Identification and Spelling Test)

DIBELS

Bangor Dyslexia Screening Test

Dyslexia Screening Test (DST-J) - Junior

Dyslexia Screening Test (DST-S) - Secondary

Dyslexia Screener - Granada Learning

Cognitive Profiling System (CoPS Version 5.1 (2010))

Special Needs Assessment Profile (SNAP - SpLD Version 3 and 3.5)

Special Needs Assessment Profile - Behaviour (SNAP -B)

Special Needs Assessment Profile -SNAP together SNAP-B and SNAP-SpLD combined

Wechsler Individual Achievement Test (WIAT-II UK) for Teachers

Wechsler Individual Achievement Test (WIAT-III USA and Canada)

Phonological Assessment Battery revised (PhAB -2)

HAST-2 Helen Arkell Spelling Test

Wide Range Achievement Test (WRAT 4)

Wide Range Assessment of Memory and Learning, Second Edition

(WRAML- 2)

Test of Auditory Processing Skills - 3 (TAPS-3)

Appendix 2 Further Contacts

N. and S. America and Canada

Australia and New Zealand

Europe

Middle East

Asia

Africa

Other Websites

Organisations

Articles and Reviews about Dyslexia

Literacy

References

Index

Gavin Reid is an experienced teacher, psychologist and author, and the owner/director of Dr Gavin Reid Education Consultants Ltd. He was formerly Senior Lecturer in the Department of Educational Studies at the University of Edinburgh, UK, and Visiting Professor in the Department of Education and Counseling Psychology and Special Education at the University of British Columbia in Vancouver, Canada. He is a director of the Red Rose School in Lancashire, UK, and a director of Global Educational Consultancies (GEC) based in Cairo, Egypt. He is chair of the BDA accreditation board, an ambassador for the Helen Arkell Dyslexia Centre and a consultant to Institute for Child Education and Psychology Europe (ICEPE). He is the author and editor of 27 books, and has lectured to thousands of parents and professionals in 70 countries. His work has been recognized with several educational awards, many of his books are used as course texts throughout the UK and in other countries, and they have been translated into Italian, French, Polish and Croatian.

G. Reid, Heriot Watt University, Edinburgh, Scotland