Description
Book SynopsisA definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults.
Trade Review"As a guide to assessing and alleviating dyslexic difficultes in adulthood, this book is a comprehensive and thorough guide, and can be highly recommended." PATOSS Bulletin, Winter 2013
Table of ContentsPreface to the Second Edition xv
Preface to the First Edition xvii
Acknowledgements xix
Prologue xxi
1 Dyslexia in the Adult Years 1
Introduction 1
History 5
Terminology 6
Defining Dyslexia 6
Evidence-based Practice 8
The Nature of Dyslexia: Behavioural Characteristics 10
Observable Behavioural Characteristics 11
Affective Characteristics 12
Positive Characteristics 13
Behavioural Characteristics: Empirical Evidence 15
Explaining Characteristics 15
Biology and Neurology 15
Cognition 17
Dyslexia: AWorking Memory Model 19
Explaining Positive Characteristics 23
Explaining Affective Characteristics 26
AWorking Definition 28
Dyslexia and Other Syndromes 28
Dyspraxia 29
Dyscalculia 30
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder 31
Asperger’s Syndrome 31
Visual Stress 32
Degrees of Dyslexia 32
The Prevalence of Dyslexia 33
Summary 34
2 Interventions 35
Introduction 35
Psychological Development in the Adult Years 35
Transitions 37
Successful Adjustment 38
Risk and Resilience 38
Learning in Adulthood 40
Types of Intervention 41
The Role of the Tutor/Coach 44
Key Skills 44
The Development of Metacognitive Skills 46
Skill Development, Compensation and Accommodation: An Integrated Framework for Development 47
Alternative Interventions 49
Summary 51
3 Identification and Assessment 52
Introduction 52
Information Gathering 53
Interviews 54
Screening 57
Checklists 57
Computer-based Tests 58
LADS – Plus Version 58
StudyScan and QuickScan 58
Individually Administered Tests 59
York Adult Assessment Battery 59
Dyslexia Adult Screening Test (DAST) 60
Scholastic Abilities Test for Adults (SATA) 60
Formal Diagnosis 61
Testing Intelligence 62
WAIS-IV 63
Verbal Tests 64
Working Memory Tests 64
Perceptual Reasoning Tests 64
Processing Speed 64
The Global Composite – Full Scale IQ 64
The Specific Composite – Index Scores 65
The Sub-test – Level WAIS-IV as an Ipsative Test 65
The Item Level and Task Cognitive Capacities 66
Abbreviated Scales 67
Tests for Teachers 68
Further Psychological Testing 68
Phonological Processing and Naming Speed 68
Memory Ability 69
Executive Functioning 70
Achievements in Literacy and Numeracy 71
Reading 71
Reading Levels 71
The Components of a Reading Assessment 73
Decoding 73
Comprehension 74
Listening Comprehension 75
Speed of Reading 75
The Assessment of Metacognition in Reading 76
The Assessment of Reading Skills and Information Technology 77
Writing and Spelling 77
Numeracy 79
Measuring Affective Characteristics 80
Self-Esteem 80
Anxiety 80
Re-assessment 81
Diagnosis and English as an Additional Language 81
Diagnosis and Other Syndromes 83
Dyspraxia/DCD 84
Dyscalculia 84
ADD/ADHD 85
Asperger’s Syndrome 85
Visual Stress 85
Pretending to Have a Learning Difficulty 86
Feedback to Client 86
ReportWriting 87
Summary 88
Appendix A: Sample Report 95
Appendix B: A Guide through the Maze of Assessments 97
4 Counselling 100
Introduction 100
Aims of Counselling 101
Issues in Counselling Dyslexic People 101
Approaches to Counselling 102
Couple Counselling 110
Referring On 110
Summary 111
5 Personal Development 112
Introduction 112
Self-understanding 112
The Nature of the Difficulty 113
Interpreting Dyslexia 113
Abilities and Strengths 116
Metacognition 123
The Importance of Metacognition to Learning andWorking 124
A Metacognitive Technique 127
Issues in Personal Development 128
Self Advocacy 129
Personal Organisation 129
Goal Setting 130
Prioritisation 130
Memory Skills 132
Social Skills 133
A Dyslexic Person’s Perspective 135
A Case History – C 138
Summary 140
6 Literacy for Living 141
Introduction 141
Prose Literacy 142
Document Literacy 142
Quantitative Literacy 142
Lifelong Learning 142
Planning a Programme 144
Information Processing and Literacy 145
Improving Levels of Literacy 147
Improving Reading Accuracy 147
Improving Reading Comprehension 151
The Pass Reading Strategy 151
Improving Spelling 153
ImprovingWriting 154
Improving Quantative Literacy 156
A Dyslexic Person’s Perspective 158
Coaches Comment 160
Summary 160
7 Academic and Professional Learning Skills 162
Introduction 162
The Keys to Success in Higher and Professional Education 164
The Importance of Metacognition 164
Self-understanding and Self-reflection 164
Self Reflection Attribution and Self Efficacy 165
Learning andWorking Styles 166
Cognitive Learning Differences 166
Behavioural Learning Styles 166
Time Management 167
Organisation ofWork 167
Reading 168
Critical Reading Skills 170
Comprehending Diagrammatic and Tabular Formats 171
EssayWriting 172
Understanding the Task – Question Analysis and Process Words 173
Proofreading 174
Grammar and Punctuation 175
Spelling 175
Listening Comprehension 176
Note Taking 177
Note Making 179
Revision and Memory Skills 180
Examinations 182
Statistics 184
Presentations 185
Working in a Group 186
Tutorials 187
The Role of the Tutor 188
The Role of the Student 189
The Keys to Success 189
The Responsibilities of Colleges and Universities 190
Study Skills Course Outline 190
A Dyslexic Person’s Perspective 192
Sample Assessment Report 193
Summary 201
8 Career Development and Guidance 203
Introduction 203
Approaches to Counselling and Development 204
Career Guidance: A Decision Making Model 205
Career Guidance and the Dyslexic: A Model 206
Case Example 214
Career Development 215
A Dyslexic’s Perspective: Dyslexia and Journalism 216
Summary 218
9 Dyslexia AtWork 219
Introduction 219
TheWhole Organisation: Awareness Training 220
Disclosure: To Tell or Not To Tell 224
Goodness of Fit 224
Recruitment and Selection 225
Recruitment 225
Selection 226
TheWorkplace Assessment/Consultation 226
The Manager’s Role 227
Challenges Facing Dyslexic People 228
Metacognitive Skills atWork 230
Transfer of Skills 230
Evaluation and Reflection 230
Changes and Transitions atWork 230
Support in theWorkplace 231
Tutoring Training, Coaching and Mentoring 231
A Coaching Example 232
Programme Length 233
Mentoring 234
Addressing Challenges 234
Organisation 234
Time Management andWork Prioritisation 235
Organisation ofWork and theWork Space 236
Memory 237
Reading atWork 237
Reading for Information 238
Reading Complex Material 238
Specific Visual Difficulties 239
Performance Issues 239
WrittenWork in the Office 240
Record Keeping 240
ReportWriting 241
Numeracy 242
Proofreading and Checking 243
Listening Skills atWork 243
Minute and Note Taking 244
Meetings 244
Working in a Team 245
Interviews 247
A Note on the Use of Technology 248
Workplace Consultancy Report 248
A Coaching Course Outline 254
Summary 256
10 Advocacy 257
Introduction 257
The Legislative Framework 259
Dyslexia as a Mental Impairment 259
Adverse Effects which are Substantial 260
Long-Term Substantial Effects 260
Normal Day-to-Day Effects 260
Reasonable Adjustments 261
Individual Needs 262
Integrated Experience 262
Essential Requirements of the Job/Course 263
An Undue Financial or Administrative Burden 263
Adjustments in Recruitment, Selection and Promotion 263
Types of Test Accommodations/Adjustments 264
Disclosing Dyslexia 267
When to Say Something 268
Whom to Tell 268
What to Say 268
Policy and Practice in Employment 270
Legislation in Education and Training 270
Policy in Higher Education 270
Self-Help and Self-Help Groups 271
Dyslexia and Criminal Law 272
Summary 272
Epilogue 274
Appendix A Sample Interview Schedule 275
Appendix B Useful Contact Addresses 278
References 280
Index 305
