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El. knyga: Key Perspectives on Dyslexia: An essential text for educators

4.40/5 (6 ratings by Goodreads)
(University of Manchester, UK), (University of South Australia, Australia)
  • Formatas: 172 pages
  • Išleidimo metai: 15-Sep-2014
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781317629955
Kitos knygos pagal šią temą:
Key Perspectives on Dyslexia: An essential text for educatorsDidesnis paveikslėlis
  • Formatas: 172 pages
  • Išleidimo metai: 15-Sep-2014
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781317629955
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This indispensable book critically sets out the skills and knowledge required by a specialist educator for students who present with dyslexia. The British Dyslexia Association Professional Criteria (BDA, 2012) provides an anchor throughout for this book’s content. Chapters are explicitly mapped to specific professional criteria, offering the reader confidence that guidance in Key Perspectives on Dyslexia is underpinned by this internationally recognised professional framework. Key issues in the education and care of those affected by dyslexia are critically explained and explored in this publication, using both author’s years of specialist experience in this field. As established scholars both authors also suggest how research can inform and enrich how an educator responds to these issues. The content of this book includes:Detailed case studies disclosing how dyslexia presents in different individuals and which richly illuminate the issues considered by each chapterA concise examination of reading instruction in the context of typically-developing students and in relation to those who present with dyslexia: this incorporates an expert but accessible review of international policy and educational practice, including influential findings from research Detailed guidance on how to identify possible dyslexia and key issues to consider in referral and assessment of those affected, including associated models here such as Response to Intervention (RTI) Consideration of intelligence and in how this figures in relation to assessment for dyslexia, including the possible role of intellectual disability (ID). Comprehensive evaluation of the role of behaviour in relation to dyslexia, with guidance on how this can be used to inform a programme of support for students with social, emotional or behavioural difficulties (EBD/SEBD). Consideration of how the professional role of a specialist educator might travel across the English speaking world and also beyond in China or India. Key Perspectives on Dyslexia is an essential text for educators and will become a landmark guide for educational practice and policy.

Recenzijos

"The authors of this text both have a strong background in U.K. based special education and educational psychology. As the title states, it is aimed at practitioners and is linked to the British Dyslexia Association professional criteria. As such, it is a recommended text for those seeking accreditation on courses such as Approved Teacher Status and associate membership of the BDA [ ...] This slim text (161 pages) packs in a huge amount of distilled wisdom and it would be of great value to those interested in training in this field, as well as the classroom practitioner." - SEN Magazine

List of illustrations
viii
About the authors ix
Acknowledgements x
Introduction 1(20)
Psychology, education and dyslexia
3(4)
Three case studies
7(9)
How this book maps to the BDA professional criteria for courses leading to Approved Teacher Status and associate membership of the BDA
16(1)
International contexts
16(1)
Criteria not covered
16(5)
1 What is dyslexia?
21(16)
Dyslexia or not? Issues from teaching
22(6)
Socio-political influences on identification
28(2)
Neurological causations -- a summary of key theories
30(2)
The phonological deficit hypothesis
32(1)
The visual deficit hypothesis
33(1)
The magnocellular deficit hypothesis
34(1)
The central executive dysfunction hypothesis
34(1)
The cerebellum dysfunction hypothesis
35(1)
Summary of neurological causations
35(1)
Chapter summary
35(2)
2 Some thoughts on teaching reading: the standard model of reading and dyslexia
37(22)
Introduction
37(2)
The standard model of reading: a summary
39(1)
Pre-reading, phonological awareness and reading readiness
39(1)
The alphabetic principle and independent readers in English
40(2)
Phonics and synthetic phonics: a key method for teaching reading
42(1)
Teacher's knowledge and understanding of how children learn to read
43(1)
Tiered intervention, RTI and waves for children who do not respond to explicit, rigorous and systematic synthetic phonics
44(1)
Evidence-based evaluation of educational intervention and practice around teaching children to read
45(1)
Stages in reading development for typical children
45(4)
Observations on the standard model of reading
49(2)
The problem
51(3)
A meaningful response to the problem?
54(1)
Intrapersonal and interpersonal factors
55(2)
Team around the educator: recognising the demands of teaching reading to learners with dyslexia
57(2)
3 Identification and assessment
59(22)
Q1 Why assess?
59(2)
Q2 Are all pupils with dyslexia assessed?
61(1)
Specialist teachers and assessment for dyslexia
62(3)
Should educators assess children, young people or adults for dyslexia? The assessment debate
65(2)
Pre-assessment questions: the value of a pre-assessment process
67(1)
The assessment process and labelling: process led rather than event led
68(4)
The discrepancy model: should we -- shouldn't we?
72(4)
Assessment revisited: some protocols
76(5)
4 Dyslexia and behaviour
81(30)
Introduction: the enduring appeal of behaviour
81(1)
Thinking critically about behaviour
82(1)
Dyslexia and wellbeing
83(2)
Dyslexia, SEND and educational outcomes: grounds for realism
85(1)
Relationships in context
86(1)
The 'development self' of learners
87(1)
The self-system: a concise summary
87(2)
Increased attention to the negative educational and social experiences for children with dyslexia
89(1)
SEBD/EBD: enigmatic constructs
90(1)
Identifying SEBD
91(1)
Connections
92(1)
Relationships: recognising our own psychological resources
92(1)
Functional behavioural analysis (FBA)
93(6)
Other emotional difficulties related to dyslexia
99(1)
Learned helplessness
99(2)
Comparison with peers
101(1)
Performance anxiety
102(1)
A cognitive model for thinking about emotional responses
103(4)
Adults need self-monitoring too: stop for a moment
107(1)
Conclusion
108(1)
Chapter summary
109(2)
5 Intellectual disability, dyslexia and intelligence
111(10)
Introduction: the explicit and implicit influence of notions about intelligence on practice with disabled learners
111(1)
Intelligence and dyslexia
112(1)
Views of disability and dyslexia
113(2)
Dyslexia and intellectual disability (ID)
115(3)
Intellectual disability and mental health
118(3)
6 Dyslexia in higher education
121(18)
Literacy and dyslexia
121(3)
Assessing dyslexia at university
124(3)
Social model of disability
127(5)
Conclusions
132(1)
Conclusion: dyslexia, the bio-psycho-social model and inclusion?
133(1)
Dyslexia, inclusion and teaching
134(2)
Professional profile of a specialist teacher (dyslexia/LD)
136(3)
References 139(18)
Index 157
David Armstrong is Lecturer in Special and Inclusive Education at the University of South Australia, having previously worked in the UK as a specialist teacher and as a researcher.



Garry Squires is Director of the Doctorate in Educational Psychology programme at the University of Manchester, UK.
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