Dyslexia
2. Edition January 2005
276 Pages, Softcover
Wiley & Sons Ltd
ISBN:
978-0-631-20574-6
John Wiley & Sons
The extensively re-written and updated edition of this highly acclaimed text provides a synthesis of the latest research on the cognitive defects of dyslexia and reviews evidence concerning its biological bases.
Preface to the Second Edition.
1. What is Dyslexia?.
2. The Definition of Dyslexia.
3. The Phonological Representations Hypothesis.
4. Learning to Read and to Spell.
5. Dyslexia: A Written Language Disorder.
6. Individual Differences in Dyslexia.
7. The Severity Hypothesis.
8. Biological Bases of Dyslexia.
9. Dyslexia: A Sensory Impairment?.
10. Helping to Overcome Dyslexia.
11. Proficiency and Deficiency: The Role of Compensation.
12. Conclusions and Future Prospects.
References.
Index.
1. What is Dyslexia?.
2. The Definition of Dyslexia.
3. The Phonological Representations Hypothesis.
4. Learning to Read and to Spell.
5. Dyslexia: A Written Language Disorder.
6. Individual Differences in Dyslexia.
7. The Severity Hypothesis.
8. Biological Bases of Dyslexia.
9. Dyslexia: A Sensory Impairment?.
10. Helping to Overcome Dyslexia.
11. Proficiency and Deficiency: The Role of Compensation.
12. Conclusions and Future Prospects.
References.
Index.
"This book by Margaret Snowling...is a very welcome update of her
well-received first edition book published in 1987 and reflects the
significant amount of research that has taken place since this
time.
Margaret Snowling's thesis is that dyslexia is a consequence of
a phonological deficit. Her evidence for this is extremely well
presented throughout her book. Chapter 3 - The Phonological
Representations Hypothesis - is exceptionally well written and
assertively lays down the foundation of her argument.
This book, although written with an academic rigour, cleverly
embraces the impact of dyslexia on the individual...This promotes a
very positive and optimistic theme on the treatment of dyslexia
throughout the book.
This book successfully provides a contemporary synthesis of
research on the cognitive deficits of dyslexia and is strongly
recommended to anyone with any involvement or interest in this
complex area. It will be of enormous value to educational
psychologists and teachers of students with specific learning
difficulties and, no doubt, will continue to be the
essential book on any training course's reading list on the
subject. The book is very generously priced and therefore of
exceptional value, given its contents."
Dr. Barry Johnson BSc, Cert Ed, Dip Ed Psych, PhD, C.
Psych
Principal Educational Psychologist, The Dyslexia
Institute.
"An excellent view of the current state-of-the-art in dyslexia
research, as is to be expected from this author, who is a
recognized authority in the field. It is committed to a
phonological approach to dyslexia, which explains the condition as
a deficit of phonological representations. Snowling's book gives an
outstanding account of this research tradition." TRENDS in
Cognitive Sciences, Vol 5, No 3, March 2001.
"Dyslexia is a basic work that explains in a very understandable
way, very complex themes. It gives insight in the definition,
ethicality and the treatment of children with dyslexia. That makes
this work definitely a must-read (or: definitely very
recommendable) for anyone that wants to resource himself in the
understanding of and dealing with children that have dyslexia. On
top of that, even experienced therapists get a better insight in
the severity and characteristics of the problems of their clients".
SIG NAAL, Journaal van Vormingsdienst SIG, August-September
2001.
well-received first edition book published in 1987 and reflects the
significant amount of research that has taken place since this
time.
Margaret Snowling's thesis is that dyslexia is a consequence of
a phonological deficit. Her evidence for this is extremely well
presented throughout her book. Chapter 3 - The Phonological
Representations Hypothesis - is exceptionally well written and
assertively lays down the foundation of her argument.
This book, although written with an academic rigour, cleverly
embraces the impact of dyslexia on the individual...This promotes a
very positive and optimistic theme on the treatment of dyslexia
throughout the book.
This book successfully provides a contemporary synthesis of
research on the cognitive deficits of dyslexia and is strongly
recommended to anyone with any involvement or interest in this
complex area. It will be of enormous value to educational
psychologists and teachers of students with specific learning
difficulties and, no doubt, will continue to be the
essential book on any training course's reading list on the
subject. The book is very generously priced and therefore of
exceptional value, given its contents."
Dr. Barry Johnson BSc, Cert Ed, Dip Ed Psych, PhD, C.
Psych
Principal Educational Psychologist, The Dyslexia
Institute.
"An excellent view of the current state-of-the-art in dyslexia
research, as is to be expected from this author, who is a
recognized authority in the field. It is committed to a
phonological approach to dyslexia, which explains the condition as
a deficit of phonological representations. Snowling's book gives an
outstanding account of this research tradition." TRENDS in
Cognitive Sciences, Vol 5, No 3, March 2001.
"Dyslexia is a basic work that explains in a very understandable
way, very complex themes. It gives insight in the definition,
ethicality and the treatment of children with dyslexia. That makes
this work definitely a must-read (or: definitely very
recommendable) for anyone that wants to resource himself in the
understanding of and dealing with children that have dyslexia. On
top of that, even experienced therapists get a better insight in
the severity and characteristics of the problems of their clients".
SIG NAAL, Journaal van Vormingsdienst SIG, August-September
2001.
Margaret J. Snowling is Professor of Psychology at the University of York. Widely recognised as an expert in the field of developmental disorders, particularly in children's reading, speech and language difficulties, she is a qualified Clinical Psychologist and was Principal of the National Hospitals College of Speech Sciences until 1992.
