Dyslexia in Practice: A Guide for Teachers
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`...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
Product Description
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
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There is a surprising degree of consensus among recent research papers looking at the factors which influence literacy development. Read the first page
Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
There is a surprising degree of consensus among recent research papers looking at the factors which influence literacy development. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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Review from The Psychology of Education Review, 26:1
19 Aug 2003
Format:Hardcover
"This book is edited, and significantly contributed to, by two senior members of the staff of The Dyslexia Institute (D.I.)... The work of the D.I. over many years represents an important corpus of practical involvement in identifying and alleviating the varied difficulties experienced by individuals deemed to be dyslexic. The scope of the book and its intended audience are clearly indicated by its title...In this book, one finds many promising practices clearly described. The editors are to be congratulated for undertaking such a difficult but valuable task in what continues to be a controversial field...Townsend's and Turner's book merits the critical attention of educators in general and teachers in particular. It can help those interested and involved in finding, using and developing effective practices for pupils with dyslexia: its use can help in providing some of the expertise required if our schools are to become more "Dyslexia friendly'."
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