{"product_id":"dyslexia-and-learning-style-9780470511688","title":"Dyslexia and Learning Style","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe first section of this research based but practical book has been updated to examine the most recent research in two key areas: dyslexia and the dyslexic experience and the major cognitive and learning styles. In the light of increased controversy around the use of learning style theory in the educational arena, suggestions are made as to ways in which these theories can be utilized to inform teaching and learning and maximize success for vulnerable learners.  \u003cp\u003eThe second section provides a range of ways in which to enable learners to understand and utilize their individual styles along with techniques to help students to absorb, process and create responses to information across the curriculum; practical strategies to help teachers to adapt material to suit differing ways of learning and activities to help students to become more flexible and successful in their approach.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface to the second edition.  \u003cp\u003eAdvanced organiser.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: Learning Style.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Different ways of seeing.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eWhat are cognitive or learning styles?\u003c\/p\u003e \u003cp\u003eModels of cognitive or learning style.\u003c\/p\u003e \u003cp\u003eSimplifying the picture - two inclusive approaches.\u003c\/p\u003e \u003cp\u003eShould style theory go out the window.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Different ways of learning.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003eConcept maps a visuo-spatial tool.\u003c\/p\u003e \u003cp\u003eHelping students cope with the teaching methods of secondary school.\u003c\/p\u003e \u003cp\u003eMatching the mode to the style.\u003c\/p\u003e \u003cp\u003eIdentifying cognitive or learning style. \u003c\/p\u003e \u003cp\u003eA caution.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Dyslexia.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 The 3 `D's: Dyslexia, Definitions and Diagnosis.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: What is dyslexia?\u003c\/p\u003e \u003cp\u003eDefining dyslexia.\u003c\/p\u003e \u003cp\u003eDefinitions and differences.\u003c\/p\u003e \u003cp\u003eHow can dyslexia be diagnosed or identified? \u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Dyslexia - curse or blessing?\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: What impact does dyslexia have on daily life?\u003c\/p\u003e \u003cp\u003eThe pattern of difficulties.\u003c\/p\u003e \u003cp\u003eDyslexia at home.\u003c\/p\u003e \u003cp\u003eDyslexia at school.\u003c\/p\u003e \u003cp\u003eLearning difficulties sometimes related to dyslexia.\u003c\/p\u003e \u003cp\u003eSelf-esteem and dyslexia - the effects of early negative experiences.\u003c\/p\u003e \u003cp\u003eDyslexia in adults.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Strengths and talents.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: Does dyslexia bring special talents?\u003c\/p\u003e \u003cp\u003eThe research background.\u003c\/p\u003e \u003cp\u003eConclusions.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three: \"It's No Use If You Can't Use It.\"\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Applying learning style theory to learning.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: Recap: learning style and dyslexia.\u003c\/p\u003e \u003cp\u003eLearning styles and learning strategies.\u003c\/p\u003e \u003cp\u003eWhat theories underpin these strategies?\u003c\/p\u003e \u003cp\u003eSchema theory – its role in learning.\u003c\/p\u003e \u003cp\u003eMemory function – its role in learning.\u003c\/p\u003e \u003cp\u003eDyslexia and memory.\u003c\/p\u003e \u003cp\u003eWhat are the most effective ways of providing this support for a vulnerable student?\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four: Strategies for Wholistic and Analytic Learners.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Wholistic approaches.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: What types of behaviour and approaches to learning might be characteristic of a wholistic learner?\u003c\/p\u003e \u003cp\u003eThe learning implications for people with dyslexia.\u003c\/p\u003e \u003cp\u003eWhat strategies can teachers use to help learners with wholistic learners preferences?\u003c\/p\u003e \u003cp\u003eGetting students ready to learn.\u003c\/p\u003e \u003cp\u003eTeaching and learning strategies to help wholistic learners.\u003c\/p\u003e \u003cp\u003eStrategies for getting the information in modes of presentation.\u003c\/p\u003e \u003cp\u003eStrategies for processing, storing and revising.\u003c\/p\u003e \u003cp\u003eStrategies for getting information out- modes of expression.\u003c\/p\u003e \u003cp\u003eWholistic examination and revision techniques.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Analytical approaches.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: What types of behaviour and approaches to learning might be characteristic of an analytical learner?\u003c\/p\u003e \u003cp\u003eThe learning implications for people with dyslexia of adopting an analytical style.\u003c\/p\u003e \u003cp\u003eGetting students ready to learn.\u003c\/p\u003e \u003cp\u003eTeaching and learning strategies to help analytical learners.\u003c\/p\u003e \u003cp\u003eStrategies for getting information in- modes of presentation.\u003c\/p\u003e \u003cp\u003eStrategies for processing, storing and revising.\u003c\/p\u003e \u003cp\u003eStrategies for getting information out- modes of expression.\u003c\/p\u003e \u003cp\u003eExamination and revision techniques for analytics.\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Five: Words or Pictures?\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Images and visualisation.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: The power of images.\u003c\/p\u003e \u003cp\u003eTeaching and learning strategies to help imagers.\u003c\/p\u003e \u003cp\u003eStrategies for getting information in- modes of presentation.\u003c\/p\u003e \u003cp\u003eStrategies for processing, storing and revising- turning words into pictures.\u003c\/p\u003e \u003cp\u003eGetting information out- modes of expression: oral and written.\u003c\/p\u003e \u003cp\u003eExamination and revision techniques for imagers.\u003c\/p\u003e \u003cp\u003eSpelling techniques for imagers.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Verbal strategies.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: The power of the word.\u003c\/p\u003e \u003cp\u003eTeaching and learning strategies to help verbal learners.\u003c\/p\u003e \u003cp\u003eStrategies for getting information in - modes of presentation.\u003c\/p\u003e \u003cp\u003eStrategies for processing, storing and revising.\u003c\/p\u003e \u003cp\u003eStrategies for getting information out-creating text writing frames for verbalisers.\u003c\/p\u003e \u003cp\u003eDeveloping phonological awareness.\u003c\/p\u003e \u003cp\u003eUsing phonological awareness to improve proofreading skills.\u003c\/p\u003e \u003cp\u003eExamination and revision techniques for verbalisers.\u003c\/p\u003e \u003cp\u003eSpelling techniques for verbalisers.\u003c\/p\u003e \u003cp\u003eChapter summary\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Six: What Were Those Last Ten Chapters About?\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Helping students to remember.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: Dyslexic students and memory.\u003c\/p\u003e \u003cp\u003eLearning style and memory.\u003c\/p\u003e \u003cp\u003eMaking things easier to remember - key memory aids.\u003c\/p\u003e \u003cp\u003eUseful techniques.\u003c\/p\u003e \u003cp\u003eChapter summary.\u003c\/p\u003e \u003cp\u003eLast words: a caution.\u003c\/p\u003e \u003cp\u003eAppendices.\u003c\/p\u003e \u003cp\u003eAppendix 1: Assessing the reading level of texts.\u003c\/p\u003e \u003cp\u003eAppendix 2: Strategies for kinesthetic learners.\u003c\/p\u003e \u003cp\u003eAppendix 3: Visual processing deficit checklist.\u003c\/p\u003e \u003cp\u003eAppendix 4: A Common Sight Word list.\u003c\/p\u003e \u003cp\u003eAppendix 5: Case studies.\u003c\/p\u003e \u003cp\u003eAppendix 6: The thirteen style constructs explored by the report of Coffield and his team (2004).\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eFurther reading.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49402349158743,"sku":"9780470511688","price":40.8,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470511688.jpg?v=1730480139","url":"https:\/\/bookcurl.com\/products\/dyslexia-and-learning-style-9780470511688","provider":"Book Curl","version":"1.0","type":"link"}