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viii | |
About the authors |
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ix | |
Acknowledgements |
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x | |
Introduction |
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1 | (15) |
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Psychology, education and dyslexia |
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3 | (4) |
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7 | (9) |
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How this book maps to the BDA professional criteria for courses leading to Approved Teacher Status and associate membership of the BDA |
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16 | (117) |
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16 | (1) |
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16 | (5) |
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21 | (16) |
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Dyslexia or not? Issues from teaching |
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22 | (6) |
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Socio-political influences on identification |
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28 | (2) |
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Neurological causations -- a summary of key theories |
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30 | (2) |
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The phonological deficit hypothesis |
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32 | (1) |
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The visual deficit hypothesis |
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33 | (1) |
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The magnocellular deficit hypothesis |
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34 | (1) |
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The central executive dysfunction hypothesis |
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34 | (1) |
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The cerebellum dysfunction hypothesis |
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35 | (1) |
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Summary of neurological causations |
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35 | (1) |
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35 | (2) |
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2 Some thoughts on teaching reading: the standard model of reading and dyslexia |
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37 | (22) |
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37 | (2) |
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The standard model of reading: a summary |
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39 | (1) |
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Pre-reading, phonological awareness and reading readiness |
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39 | (1) |
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The alphabetic principle and independent readers in English |
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40 | (2) |
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Phonics and synthetic phonics: a key method for teaching reading |
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42 | (1) |
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Teacher's knowledge and understanding of how children learn to read |
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43 | (1) |
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Tiered intervention, RTI and waves for children who do not respond to explicit, rigorous and systematic synthetic phonics |
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44 | (1) |
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Evidence-based evaluation of educational intervention and practice around teaching children to read |
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45 | (1) |
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Stages in reading development for typical children |
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45 | (4) |
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Observations on the standard model of reading |
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49 | (2) |
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51 | (3) |
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A meaningful response to the problem? |
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54 | (1) |
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Intrapersonal and interpersonal factors |
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55 | (2) |
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Team around the educator: recognising the demands of teaching reading to learners with dyslexia |
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57 | (2) |
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3 Identification and assessment |
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59 | (22) |
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59 | (2) |
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Q2 Are all pupils with dyslexia assessed? |
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61 | (1) |
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Specialist teachers and assessment for dyslexia |
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62 | (3) |
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Should educators assess children, young people or adults for dyslexia? The assessment debate |
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65 | (2) |
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Pre-assessment questions: the value of a pre-assessment process |
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67 | (1) |
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The assessment process and labelling: process led rather than event led |
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68 | (4) |
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The discrepancy model: should we -- shouldn't we? |
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72 | (4) |
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Assessment revisited: some protocols |
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76 | (5) |
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81 | (30) |
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Introduction: the enduring appeal of behaviour |
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81 | (1) |
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Thinking critically about behaviour |
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82 | (1) |
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83 | (2) |
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Dyslexia, SEND and educational outcomes: grounds for realism |
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85 | (1) |
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86 | (1) |
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The `development self' of learners |
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87 | (1) |
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The self-system: a concise summary |
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87 | (2) |
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Increased attention to the negative educational and social experiences for children with dyslexia |
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89 | (1) |
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SEBD/EBD: enigmatic constructs |
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90 | (1) |
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91 | (1) |
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92 | (1) |
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Relationships: recognising our own psychological resources |
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92 | (1) |
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Functional behavioural analysis (FBA) |
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93 | (6) |
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Other emotional difficulties related to dyslexia |
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99 | (1) |
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99 | (2) |
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101 | (1) |
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102 | (1) |
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A cognitive model for thinking about emotional responses |
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103 | (4) |
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Adults need self-monitoring too: stop for a moment |
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107 | (1) |
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108 | (1) |
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109 | (2) |
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5 Intellectual disability, dyslexia and intelligence |
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111 | (10) |
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Introduction: the explicit and implicit influence of notions about intelligence on practice with disabled learners |
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111 | (1) |
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Intelligence and dyslexia |
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112 | (1) |
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Views of disability and dyslexia |
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113 | (2) |
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Dyslexia and intellectual disability (ID) |
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115 | (3) |
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Intellectual disability and mental health |
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118 | (3) |
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6 Dyslexia in higher education |
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121 | (12) |
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121 | (3) |
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Assessing dyslexia at university |
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124 | (3) |
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Social model of disability |
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127 | (5) |
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132 | (1) |
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Conclusion: dyslexia, the bio-psycho-social model and inclusion? |
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133 | (6) |
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Dyslexia, inclusion and teaching |
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134 | (2) |
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Professional profile of a specialist teacher (dyslexia/LD) |
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136 | (3) |
References |
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139 | (18) |
Index |
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157 | |