{"product_id":"dyslexia-9781118980040","title":"Dyslexia","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eNewly updated, Gavin Reid''s best-selling handbook remains an essential resource for those helping dyslexic individuals of all ages, from preschoolers to adults in the workplace.\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eCombines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual''s needs\u003c\/li\u003e \u003cli\u003eNew and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia\u003c\/li\u003e \u003cli\u003eAssembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Author xiv\u003c\/p\u003e \u003cp\u003eOther Books by Gavin Reid xvi\u003c\/p\u003e \u003cp\u003eForeword xviii\u003c\/p\u003e \u003cp\u003ePreface xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Defining Dyslexia 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Dyslexia 2\u003c\/p\u003e \u003cp\u003ePurpose of Definitions 4\u003c\/p\u003e \u003cp\u003eHow Should We Define Dyslexia? 5\u003c\/p\u003e \u003cp\u003eDefinitions 7\u003c\/p\u003e \u003cp\u003eBarriers to Implementing Policy 11\u003c\/p\u003e \u003cp\u003eRose Review and Dyslexia 11\u003c\/p\u003e \u003cp\u003eEducation for Learners with Dyslexia 12\u003c\/p\u003e \u003cp\u003eDifferent Perspectives and Agenda 14\u003c\/p\u003e \u003cp\u003ePoints for Reflection 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Explaining Dyslexia: The Range of Research 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCausal Modelling Framework 18\u003c\/p\u003e \u003cp\u003eGenetic Factors 19\u003c\/p\u003e \u003cp\u003eNeurobiological Factors 20\u003c\/p\u003e \u003cp\u003eVisual and Temporal Processing 20\u003c\/p\u003e \u003cp\u003eMagnocellular Visual System 20\u003c\/p\u003e \u003cp\u003eProcedural Timing 22\u003c\/p\u003e \u003cp\u003eHemispheric Symmetry 23\u003c\/p\u003e \u003cp\u003eProcessing Speed 24\u003c\/p\u003e \u003cp\u003ePhonological Processing 25\u003c\/p\u003e \u003cp\u003ePhonological Awareness and Multisensory Programmes 25\u003c\/p\u003e \u003cp\u003eMorphological Processing 26\u003c\/p\u003e \u003cp\u003eGlue Ear 27\u003c\/p\u003e \u003cp\u003eCognitive Skills 29\u003c\/p\u003e \u003cp\u003eMetacognition 29\u003c\/p\u003e \u003cp\u003eEnvironmental Factors 29\u003c\/p\u003e \u003cp\u003eAdditional Language Learning 30\u003c\/p\u003e \u003cp\u003eDyslexia in Different Orthographies 31\u003c\/p\u003e \u003cp\u003eSelf]disclosure in Adults 33\u003c\/p\u003e \u003cp\u003ePoints for Reflection 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Assessment: Issues and Considerations 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Context 35\u003c\/p\u003e \u003cp\u003eAssessment Aims 37\u003c\/p\u003e \u003cp\u003eDiscrepancy Criteria 37\u003c\/p\u003e \u003cp\u003eListening Comprehension 38\u003c\/p\u003e \u003cp\u003eComponential Model of Reading 38\u003c\/p\u003e \u003cp\u003eCurriculum Focus 39\u003c\/p\u003e \u003cp\u003eWhy an Assessment? 40\u003c\/p\u003e \u003cp\u003eHow? The Assessment Process 40\u003c\/p\u003e \u003cp\u003eEffect of an Assessment 42\u003c\/p\u003e \u003cp\u003eAssessment—Points to Consider 42\u003c\/p\u003e \u003cp\u003eSome Other Considerations 42\u003c\/p\u003e \u003cp\u003eAssessment and Inclusion 46\u003c\/p\u003e \u003cp\u003eThe Bilingual Learner 46\u003c\/p\u003e \u003cp\u003ePoints for Reflection 47\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Identifying Needs 48\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Context 48\u003c\/p\u003e \u003cp\u003eInformation Processing 49\u003c\/p\u003e \u003cp\u003eFactors That Can Prompt Concern 50\u003c\/p\u003e \u003cp\u003eLinking Assessment with Intervention and Support 52\u003c\/p\u003e \u003cp\u003eKey Aspects of an IEP 52\u003c\/p\u003e \u003cp\u003eThe Overlap 53\u003c\/p\u003e \u003cp\u003eAssessing Performances 53\u003c\/p\u003e \u003cp\u003eCriteria: Summary 54\u003c\/p\u003e \u003cp\u003eWhose Responsibility? 57\u003c\/p\u003e \u003cp\u003eEarly Identification 57\u003c\/p\u003e \u003cp\u003eModels of Identification 59\u003c\/p\u003e \u003cp\u003eExpert\/Intervention—Attainment 59\u003c\/p\u003e \u003cp\u003eBarriers to Learning 63\u003c\/p\u003e \u003cp\u003eWhole]School Involvement 64\u003c\/p\u003e \u003cp\u003ePoints for Reflection 65\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Assessment: Approaches and Resources 66\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Use of Tests—Points to Ponder 67\u003c\/p\u003e \u003cp\u003eAssessment and Information Processing 67\u003c\/p\u003e \u003cp\u003eCognitive Measures 68\u003c\/p\u003e \u003cp\u003eAssessment of Processing Skills 69\u003c\/p\u003e \u003cp\u003eComprehensive Test of Phonological Processing (CTOPP]2) 70\u003c\/p\u003e \u003cp\u003eWoodcock Reading Mastery Tests 71\u003c\/p\u003e \u003cp\u003eGray Oral Reading Tests (GORT]5) 71\u003c\/p\u003e \u003cp\u003eStandardised\/Psychometric Criteria 71\u003c\/p\u003e \u003cp\u003eStandardisation 72\u003c\/p\u003e \u003cp\u003ePsychometric 73\u003c\/p\u003e \u003cp\u003eWechsler Individual Achievement Test (WIAT]II and III) 74\u003c\/p\u003e \u003cp\u003eComment 74\u003c\/p\u003e \u003cp\u003ePhonological Representation and Assessment 75\u003c\/p\u003e \u003cp\u003eScreening 76\u003c\/p\u003e \u003cp\u003eCurriculum Assessment 79\u003c\/p\u003e \u003cp\u003eMiscue Analysis 80\u003c\/p\u003e \u003cp\u003eAssessment in Context 81\u003c\/p\u003e \u003cp\u003eAssessment for Learning 82\u003c\/p\u003e \u003cp\u003eMetacognitive Assessment 83\u003c\/p\u003e \u003cp\u003eMultiple Intelligences Approaches 85\u003c\/p\u003e \u003cp\u003eA Components Approach 86\u003c\/p\u003e \u003cp\u003eObservational Assessment 88\u003c\/p\u003e \u003cp\u003eObservational Framework 88\u003c\/p\u003e \u003cp\u003eSystematic Observation 92\u003c\/p\u003e \u003cp\u003eSummary 93\u003c\/p\u003e \u003cp\u003ePoints for Reflection 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Reading—Social, Cultural and Government Perspectives 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Social Context for Literacy 95\u003c\/p\u003e \u003cp\u003eLiteracy and Culture 95\u003c\/p\u003e \u003cp\u003eDefining Literacy 96\u003c\/p\u003e \u003cp\u003eCritical Literacy 98\u003c\/p\u003e \u003cp\u003eChallenging Assumptions 101\u003c\/p\u003e \u003cp\u003eGovernment Initiatives 102\u003c\/p\u003e \u003cp\u003eLiteracy Standards and International Comparisons 104\u003c\/p\u003e \u003cp\u003ePISA Study 106\u003c\/p\u003e \u003cp\u003eLiteracy Initiatives 106\u003c\/p\u003e \u003cp\u003ePoints for Reflection 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 The Acquisition of Literacy 108\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is Reading? 108\u003c\/p\u003e \u003cp\u003eFactors to Consider 109\u003c\/p\u003e \u003cp\u003eReading as a Process 110\u003c\/p\u003e \u003cp\u003eReading Skills 111\u003c\/p\u003e \u003cp\u003eReading Practice 112\u003c\/p\u003e \u003cp\u003eDeveloping Reading Skills 112\u003c\/p\u003e \u003cp\u003eKey Factors 112\u003c\/p\u003e \u003cp\u003eThe Development of Reading 114\u003c\/p\u003e \u003cp\u003eStages of Reading Development 117\u003c\/p\u003e \u003cp\u003eLimitations of the Stage Model of Reading 119\u003c\/p\u003e \u003cp\u003eReading and Memory 120\u003c\/p\u003e \u003cp\u003eRelationship Between Phonology and Orthography 120\u003c\/p\u003e \u003cp\u003eDyslexia and Different Orthographies 121\u003c\/p\u003e \u003cp\u003ePoints for Reflection 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Reading Models and Methods 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBottom]Up and Top]Down Models 123\u003c\/p\u003e \u003cp\u003eConnectionist Models 125\u003c\/p\u003e \u003cp\u003eBalance Model of Reading 126\u003c\/p\u003e \u003cp\u003eMethod of Teaching Reading 127\u003c\/p\u003e \u003cp\u003eDeveloping Reading Skills 131\u003c\/p\u003e \u003cp\u003eTeaching Reading—the Debate 132\u003c\/p\u003e \u003cp\u003eReading Interventions 135\u003c\/p\u003e \u003cp\u003eMethodological Issues in Reading Intervention Research 137\u003c\/p\u003e \u003cp\u003eFactors to Consider in Developing and Using Reading Approaches 138\u003c\/p\u003e \u003cp\u003eThe Literacy Experience 141\u003c\/p\u003e \u003cp\u003eFramework for Teaching 142\u003c\/p\u003e \u003cp\u003eSummary 143\u003c\/p\u003e \u003cp\u003ePoints for Reflection 144\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 The Acquisition of Literacy: Spelling 145\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy is Spelling Difficult? 145\u003c\/p\u003e \u003cp\u003eSystems Involved in Spelling 146\u003c\/p\u003e \u003cp\u003eSpelling Skills 148\u003c\/p\u003e \u003cp\u003eSpelling Development 149\u003c\/p\u003e \u003cp\u003eSpelling Policy 150\u003c\/p\u003e \u003cp\u003eSpelling Strategies 150\u003c\/p\u003e \u003cp\u003eSpelling Materials 156\u003c\/p\u003e \u003cp\u003ePoints for Reflection 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Expressive Writing 158\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Importance of Writing 158\u003c\/p\u003e \u003cp\u003eRelationship Between Writing and Spelling 159\u003c\/p\u003e \u003cp\u003eExpressive Writing: The Process 160\u003c\/p\u003e \u003cp\u003eCognitive Skills Associated with Writing 160\u003c\/p\u003e \u003cp\u003eWriting in the Curriculum 161\u003c\/p\u003e \u003cp\u003eDeveloping Metacognitive Skills through Writing 162\u003c\/p\u003e \u003cp\u003eMetacognitive Strategies for Writing 163\u003c\/p\u003e \u003cp\u003eStrategies for Writing 165\u003c\/p\u003e \u003cp\u003eMotivation and Writing 166\u003c\/p\u003e \u003cp\u003ePlanning 167\u003c\/p\u003e \u003cp\u003ePre]writing Framework 167\u003c\/p\u003e \u003cp\u003eDeveloping Ideas 169\u003c\/p\u003e \u003cp\u003eHandwriting 171\u003c\/p\u003e \u003cp\u003eSummary 172\u003c\/p\u003e \u003cp\u003ePoints for Reflection 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Teaching Approaches: Points to Consider 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Approaches 175\u003c\/p\u003e \u003cp\u003eThe Context 176\u003c\/p\u003e \u003cp\u003eAssessment and the Curriculum 177\u003c\/p\u003e \u003cp\u003eThe Learner 178\u003c\/p\u003e \u003cp\u003eProgrammes and Approaches—Some Considerations 179\u003c\/p\u003e \u003cp\u003eOverlearning 182\u003c\/p\u003e \u003cp\u003ePrinciples 183\u003c\/p\u003e \u003cp\u003eIssues 183\u003c\/p\u003e \u003cp\u003ePoints for Reflection 186\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Supporting Literacy: Individualised Programmes 188\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCriteria for Selection 189\u003c\/p\u003e \u003cp\u003eOrton–Gillingham (OG) 192\u003c\/p\u003e \u003cp\u003eThe Hickey Multisensory Language Course 194\u003c\/p\u003e \u003cp\u003eBangor Dyslexia Teaching System 195\u003c\/p\u003e \u003cp\u003eLetterland 197\u003c\/p\u003e \u003cp\u003eReading Recovery 198\u003c\/p\u003e \u003cp\u003eToe by Toe: Multisensory Manual for Teachers and Parents 202\u003c\/p\u003e \u003cp\u003eAlternative Approaches 203\u003c\/p\u003e \u003cp\u003eComment—Issues to Consider 209\u003c\/p\u003e \u003cp\u003ePoints for Reflection 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Supporting Literacy: Approaches and Strategies 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhonics Instructional Approaches 211\u003c\/p\u003e \u003cp\u003eLanguage Experience 215\u003c\/p\u003e \u003cp\u003eOther Support Approaches 216\u003c\/p\u003e \u003cp\u003ePhonological Approaches 218\u003c\/p\u003e \u003cp\u003eHigh]Interest Books—History 219\u003c\/p\u003e \u003cp\u003eBarrington Stoke (www.barringtonstoke.com) 220\u003c\/p\u003e \u003cp\u003eStart to Finish Books 220\u003c\/p\u003e \u003cp\u003eDifferentiated Texts 221\u003c\/p\u003e \u003cp\u003eVisual Factors 221\u003c\/p\u003e \u003cp\u003eMotor Aspects 224\u003c\/p\u003e \u003cp\u003eAssisted Learning 225\u003c\/p\u003e \u003cp\u003eSummary 229\u003c\/p\u003e \u003cp\u003ePoints for Reflection 230\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Supporting Learning 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEffective Learning 231\u003c\/p\u003e \u003cp\u003eKey Points about Learning 233\u003c\/p\u003e \u003cp\u003eThe Learning Process 233\u003c\/p\u003e \u003cp\u003eRealising Potential 236\u003c\/p\u003e \u003cp\u003eZone of Proximal Development 237\u003c\/p\u003e \u003cp\u003eDeveloping Learning Skills 237\u003c\/p\u003e \u003cp\u003eLearning Strategies 238\u003c\/p\u003e \u003cp\u003eMultiple Intelligences 241\u003c\/p\u003e \u003cp\u003eStudy Skills 244\u003c\/p\u003e \u003cp\u003eSet Goals 246\u003c\/p\u003e \u003cp\u003eFeedback 246\u003c\/p\u003e \u003cp\u003eMemory—Some Strategies 247\u003c\/p\u003e \u003cp\u003eThe Role of Self]esteem 249\u003c\/p\u003e \u003cp\u003eCreativity and the ‘Gifted’ Dyslexic Student 249\u003c\/p\u003e \u003cp\u003eSummary 250\u003c\/p\u003e \u003cp\u003ePoints for Reflection 251\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Inclusion: Curriculum Access 252\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Context 252\u003c\/p\u003e \u003cp\u003eResponding to the Diverse Needs of Students 254\u003c\/p\u003e \u003cp\u003eThe Challenges 255\u003c\/p\u003e \u003cp\u003eMeeting Curriculum Objectives 257\u003c\/p\u003e \u003cp\u003eIndex for Inclusion 257\u003c\/p\u003e \u003cp\u003eTensions and Contradictions 259\u003c\/p\u003e \u003cp\u003eAssessment, Need and Accountability 260\u003c\/p\u003e \u003cp\u003eRemoving Barriers to Achievement 261\u003c\/p\u003e \u003cp\u003eInterventions and Inclusion 261\u003c\/p\u003e \u003cp\u003eMaking the School Inclusive 264\u003c\/p\u003e \u003cp\u003eEquity 265\u003c\/p\u003e \u003cp\u003ePrinciples of Inclusion 266\u003c\/p\u003e \u003cp\u003eAn Inclusive School 268\u003c\/p\u003e \u003cp\u003eHealthy Schools 268\u003c\/p\u003e \u003cp\u003eSupporting Inclusion 269\u003c\/p\u003e \u003cp\u003eStaff Support and Training 270\u003c\/p\u003e \u003cp\u003eStudent Advocacy 272\u003c\/p\u003e \u003cp\u003eDyslexia and Self]advocacy 273\u003c\/p\u003e \u003cp\u003eStaff Support 274\u003c\/p\u003e \u003cp\u003eKey Factors 275\u003c\/p\u003e \u003cp\u003ePoints for Reflection 275\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Inclusion in Secondary Education: Accessing the Curriculum 276\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eResponsibility 277\u003c\/p\u003e \u003cp\u003eFeatures of Secondary Schools 277\u003c\/p\u003e \u003cp\u003eDifferentiation and Curricular Development 280\u003c\/p\u003e \u003cp\u003eDifferentiation and Assessment 281\u003c\/p\u003e \u003cp\u003eSubject Areas 281\u003c\/p\u003e \u003cp\u003eMultiple Intelligences in Secondary Schools 294\u003c\/p\u003e \u003cp\u003ePhysical Education 295\u003c\/p\u003e \u003cp\u003eStaff Development 296\u003c\/p\u003e \u003cp\u003eChallenges: Key Areas 297\u003c\/p\u003e \u003cp\u003ePoints for Reflection 299\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 Inclusion: Further and Higher Education and the Workplace 300\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFurther and Higher Education 301\u003c\/p\u003e \u003cp\u003eThe Workplace 313\u003c\/p\u003e \u003cp\u003eConcluding Comment 315\u003c\/p\u003e \u003cp\u003ePoints for Reflection 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 The Role of Parents 317\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eParental Concerns 318\u003c\/p\u003e \u003cp\u003eParental Support 320\u003c\/p\u003e \u003cp\u003eParents’ Challenges 322\u003c\/p\u003e \u003cp\u003eParents as Partners 324\u003c\/p\u003e \u003cp\u003ePoints for Reflection 324\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Multilingualism: Challenges and Responses 325\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBackground and Context 325\u003c\/p\u003e \u003cp\u003eCultural Factors 326\u003c\/p\u003e \u003cp\u003eCulture]fair Assessment 330\u003c\/p\u003e \u003cp\u003eTeaching 331\u003c\/p\u003e \u003cp\u003eKey Principles 332\u003c\/p\u003e \u003cp\u003eMetacognitive Awareness\/Schema 333\u003c\/p\u003e \u003cp\u003eConcluding Points 334\u003c\/p\u003e \u003cp\u003ePoints for Reflection 334\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 The Overlap—Dyslexia: Attention, Coordination, Auditory Processing and Numeracy 335\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 335\u003c\/p\u003e \u003cp\u003eThe Overlap Dilemma 336\u003c\/p\u003e \u003cp\u003eAttention Issues 337\u003c\/p\u003e \u003cp\u003eIdentifying and Defining Attention Difficulties 340\u003c\/p\u003e \u003cp\u003eIntervention 342\u003c\/p\u003e \u003cp\u003eADHD and Creativity 345\u003c\/p\u003e \u003cp\u003eCoordination, Movement and Handwriting 346\u003c\/p\u003e \u003cp\u003eIntervention Strategies—15 Tasks to Try 347\u003c\/p\u003e \u003cp\u003eHandwriting 348\u003c\/p\u003e \u003cp\u003eDysgraphia Strategies 349\u003c\/p\u003e \u003cp\u003eEarly Intervention 350\u003c\/p\u003e \u003cp\u003eAuditory Processing 351\u003c\/p\u003e \u003cp\u003eDiagnosis and Overlap 351\u003c\/p\u003e \u003cp\u003eManagement of APD 352\u003c\/p\u003e \u003cp\u003eIntervention 352\u003c\/p\u003e \u003cp\u003eDifficulty with Numbers 354\u003c\/p\u003e \u003cp\u003eReading in Mathematics 356\u003c\/p\u003e \u003cp\u003eDiagnosing Dyscalculia 356\u003c\/p\u003e \u003cp\u003eIntervention 357\u003c\/p\u003e \u003cp\u003ePoints for Reflection 359\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 The Use of Computers and Technology 360\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 360\u003c\/p\u003e \u003cp\u003eApproaches Using New Technology 363\u003c\/p\u003e \u003cp\u003eResources—Computer Programs 364\u003c\/p\u003e \u003cp\u003eBritish Dyslexia Association New Technologies Committee (BDA NTC) 365\u003c\/p\u003e \u003cp\u003eComment 366\u003c\/p\u003e \u003cp\u003ePoints for Reflection 366\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 22 Positive Dyslexia 367\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Background 367\u003c\/p\u003e \u003cp\u003eFive Key Factors 368\u003c\/p\u003e \u003cp\u003eHow Dyslexia Affects Children’s Learning 370\u003c\/p\u003e \u003cp\u003eMetacognition 370\u003c\/p\u003e \u003cp\u003eEncourage Creativity 371\u003c\/p\u003e \u003cp\u003eProvide Feedback to Students About Their Own Personal Progress 371\u003c\/p\u003e \u003cp\u003eEncourage Self]assessment 371\u003c\/p\u003e \u003cp\u003eDevelop Student Responsibility 372\u003c\/p\u003e \u003cp\u003eEnhancing Creativity 372\u003c\/p\u003e \u003cp\u003eConcluding Comment 374\u003c\/p\u003e \u003cp\u003ePoints for Reflection 374\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers 375\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTest of Phonological Awareness, Second Edition: Plus (TOPA-2+) (2004) 375\u003c\/p\u003e \u003cp\u003eComprehensive Test of Phonological Processing, Second Edition (CTOPP-2) (2013) 375\u003c\/p\u003e \u003cp\u003eLaunch Into Reading Success—Test of Phonological Awareness (1997) 376\u003c\/p\u003e \u003cp\u003eGORT-5: Gray Oral Reading Tests, Fifth Edition (2012) 376\u003c\/p\u003e \u003cp\u003eTOWRE-2—Test of Word Reading Efficiency, Second Edition (2012) 377\u003c\/p\u003e \u003cp\u003eWIST (Word Identification and Spelling Test) (2004) 377\u003c\/p\u003e \u003cp\u003eDIBELS 378\u003c\/p\u003e \u003cp\u003eBangor Dyslexia Screening Test 378\u003c\/p\u003e \u003cp\u003eDyslexia Screening Test—Junior (DST-J) (2004) 379\u003c\/p\u003e \u003cp\u003eDyslexia Screening Test—Secondary (DST-S) (2004) 379\u003c\/p\u003e \u003cp\u003eDyslexia Screener (2004) 380\u003c\/p\u003e \u003cp\u003eCognitive Profiling System (CoPS) Version 5.1 (2010) 381\u003c\/p\u003e \u003cp\u003eSpecial Needs Assessment Profile 381\u003c\/p\u003e \u003cp\u003eWIAT-II UK for Teachers (2006) 382\u003c\/p\u003e \u003cp\u003eWechsler Individual Achievement Test (WIAT-II)\u003c\/p\u003e \u003cp\u003e(UK Norms and III US and Canada Norms Only) 382\u003c\/p\u003e \u003cp\u003ePhonological Assessment Battery Revised (PhAB-2 ) 383\u003c\/p\u003e \u003cp\u003eHAST-2 Helen Arkell Spelling Test 383\u003c\/p\u003e \u003cp\u003eWide Range Achievement Test (WRAT 4) 384\u003c\/p\u003e \u003cp\u003eWide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (2003) 384\u003c\/p\u003e \u003cp\u003eTest of Auditory Processing Skills—3 (TAPS-3) 384\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix 2 Further Contacts 385\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInternational 385\u003c\/p\u003e \u003cp\u003eNorth and South America and Canada 385\u003c\/p\u003e \u003cp\u003eAustralia and New Zealand 387\u003c\/p\u003e \u003cp\u003eEurope 387\u003c\/p\u003e \u003cp\u003eMiddle East 388\u003c\/p\u003e \u003cp\u003eAsia 389\u003c\/p\u003e \u003cp\u003eAfrica 389\u003c\/p\u003e \u003cp\u003eOther Websites 390\u003c\/p\u003e \u003cp\u003eOrganisations 391\u003c\/p\u003e \u003cp\u003eArticles and Reviews About Dyslexia 392\u003c\/p\u003e \u003cp\u003eLiteracy 393\u003c\/p\u003e \u003cp\u003eReferences 394\u003c\/p\u003e \u003cp\u003eIndex 437\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49406961942871,"sku":"9781118980040","price":83.55,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118980040.jpg?v=1730497705","url":"https:\/\/bookcurl.com\/products\/dyslexia-9781118980040","provider":"Book Curl","version":"1.0","type":"link"}