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El. knyga: Dyslexia: Theories, Assessment and Support [Taylor & Francis e-book]

, (University of Canterbury, New Zealand)
  • Formatas: 208 pages, 8 Line drawings, black and white; 8 Illustrations, black and white
  • Išleidimo metai: 12-Nov-2019
  • Leidėjas: Routledge
  • ISBN-13: 9781315206080
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 161,57 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 230,81 €
  • Sutaupote 30%
Dyslexia: Theories, Assessment and SupportDidesnis paveikslėlis
  • Formatas: 208 pages, 8 Line drawings, black and white; 8 Illustrations, black and white
  • Išleidimo metai: 12-Nov-2019
  • Leidėjas: Routledge
  • ISBN-13: 9781315206080
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781315206080
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.
List of figures
x
1 Introduction to the skills of reading and writing
1(31)
Background to the book
1(4)
The skill of reading and writing
5(2)
Reading and writing development
7(5)
Reading processes or skills
12(12)
Overview of the rest of the book
24(8)
2 A background and framework to understand dyslexia
32(18)
Introduction
32(2)
Reading/learning disability and dyslexia
34(1)
A brief history of dyslexia
35(3)
Dyslexia and intelligence
38(4)
Perspectives and definitions
42(5)
A framework for dyslexia
47(3)
3 Theories of dyslexia
50(34)
Introduction
50(1)
Phonological processing and dyslexia
51(5)
Differences in dyslexia across languages and orthographies
56(9)
Accuracy versus speed and double deficit perspectives
65(4)
Perceptual factors and visual processing deficit accounts
69(5)
Motor and cerebellum deficit viewpoints
74(4)
Morphology and meaning
78(4)
Conclusions
82(2)
4 Identifying dyslexia
84(30)
Introduction
84(1)
Types of assessment methods
85(4)
Assessment procedures and evaluation
89(6)
Comparisons of the performance of dyslexic against norms
95(8)
Differentiating dyslexia from other learning difficulties
103(4)
Dyslexia across orthographies, languages and educational contexts
107(7)
5 Intervention
114(35)
Introduction
114(2)
A classification of intervention perspectives
116(3)
General learning viewpoints
119(1)
Literacy teaching methods
120(4)
Phonological awareness training
124(3)
Response to intervention
127(4)
Assessment---intervention profiling
131(3)
Multisensory learning
134(3)
Working memory or meta-cognitive methods
137(3)
Visual- and motor-related interventions
140(6)
Conclusion
146(3)
6 Self-concept and dyslexia
149(23)
Introduction
149(1)
Defining self-esteem
150(1)
A multi-dimensional model of self-esteem
151(2)
Academic self-concept and education
153(4)
Self-efficacy
157(3)
Self-efficacy and education
160(1)
Academic self-efficacy and beyond in education
160(2)
Resilience
162(2)
Resilience and education
164(2)
Overall
166(1)
Concluding views on improving literacy and self-concept
167(5)
References 172(33)
Index 205
John Everatt is a Professor of Education at the University of Canterbury, New Zealand.

Amanda Denston is a post-doctoral researcher in Education at the University of Canterbury, New Zealand.
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