{"product_id":"the-dyslexic-adult-9781119973935","title":"The Dyslexic Adult","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"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\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface to the Second Edition xv  \u003cp\u003ePreface to the First Edition xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xix\u003c\/p\u003e \u003cp\u003ePrologue xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Dyslexia in the Adult Years 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eHistory 5\u003c\/p\u003e \u003cp\u003eTerminology 6\u003c\/p\u003e \u003cp\u003eDefining Dyslexia 6\u003c\/p\u003e \u003cp\u003eEvidence-based Practice 8\u003c\/p\u003e \u003cp\u003eThe Nature of Dyslexia: Behavioural Characteristics 10\u003c\/p\u003e \u003cp\u003eObservable Behavioural Characteristics 11\u003c\/p\u003e \u003cp\u003eAffective Characteristics 12\u003c\/p\u003e \u003cp\u003ePositive Characteristics 13\u003c\/p\u003e \u003cp\u003eBehavioural Characteristics: Empirical Evidence 15\u003c\/p\u003e \u003cp\u003eExplaining Characteristics 15\u003c\/p\u003e \u003cp\u003eBiology and Neurology 15\u003c\/p\u003e \u003cp\u003eCognition 17\u003c\/p\u003e \u003cp\u003eDyslexia: AWorking Memory Model 19\u003c\/p\u003e \u003cp\u003eExplaining Positive Characteristics 23\u003c\/p\u003e \u003cp\u003eExplaining Affective Characteristics 26\u003c\/p\u003e \u003cp\u003eAWorking Definition 28\u003c\/p\u003e \u003cp\u003eDyslexia and Other Syndromes 28\u003c\/p\u003e \u003cp\u003eDyspraxia 29\u003c\/p\u003e \u003cp\u003eDyscalculia 30\u003c\/p\u003e \u003cp\u003eAttention Deficit Disorder\/Attention Deficit Hyperactivity Disorder 31\u003c\/p\u003e \u003cp\u003eAsperger’s Syndrome 31\u003c\/p\u003e \u003cp\u003eVisual Stress 32\u003c\/p\u003e \u003cp\u003eDegrees of Dyslexia 32\u003c\/p\u003e \u003cp\u003eThe Prevalence of Dyslexia 33\u003c\/p\u003e \u003cp\u003eSummary 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Interventions 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 35\u003c\/p\u003e \u003cp\u003ePsychological Development in the Adult Years 35\u003c\/p\u003e \u003cp\u003eTransitions 37\u003c\/p\u003e \u003cp\u003eSuccessful Adjustment 38\u003c\/p\u003e \u003cp\u003eRisk and Resilience 38\u003c\/p\u003e \u003cp\u003eLearning in Adulthood 40\u003c\/p\u003e \u003cp\u003eTypes of Intervention 41\u003c\/p\u003e \u003cp\u003eThe Role of the Tutor\/Coach 44\u003c\/p\u003e \u003cp\u003eKey Skills 44\u003c\/p\u003e \u003cp\u003eThe Development of Metacognitive Skills 46\u003c\/p\u003e \u003cp\u003eSkill Development, Compensation and Accommodation: An Integrated Framework for Development 47\u003c\/p\u003e \u003cp\u003eAlternative Interventions 49\u003c\/p\u003e \u003cp\u003eSummary 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Identification and Assessment 52\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 52\u003c\/p\u003e \u003cp\u003eInformation Gathering 53\u003c\/p\u003e \u003cp\u003eInterviews 54\u003c\/p\u003e \u003cp\u003eScreening 57\u003c\/p\u003e \u003cp\u003eChecklists 57\u003c\/p\u003e \u003cp\u003eComputer-based Tests 58\u003c\/p\u003e \u003cp\u003eLADS – Plus Version 58\u003c\/p\u003e \u003cp\u003eStudyScan and QuickScan 58\u003c\/p\u003e \u003cp\u003eIndividually Administered Tests 59\u003c\/p\u003e \u003cp\u003eYork Adult Assessment Battery 59\u003c\/p\u003e \u003cp\u003eDyslexia Adult Screening Test (DAST) 60\u003c\/p\u003e \u003cp\u003eScholastic Abilities Test for Adults (SATA) 60\u003c\/p\u003e \u003cp\u003eFormal Diagnosis 61\u003c\/p\u003e \u003cp\u003eTesting Intelligence 62\u003c\/p\u003e \u003cp\u003eWAIS-IV 63\u003c\/p\u003e \u003cp\u003eVerbal Tests 64\u003c\/p\u003e \u003cp\u003eWorking Memory Tests 64\u003c\/p\u003e \u003cp\u003ePerceptual Reasoning Tests 64\u003c\/p\u003e \u003cp\u003eProcessing Speed 64\u003c\/p\u003e \u003cp\u003eThe Global Composite – Full Scale IQ 64\u003c\/p\u003e \u003cp\u003eThe Specific Composite – Index Scores 65\u003c\/p\u003e \u003cp\u003eThe Sub-test – Level WAIS-IV as an Ipsative Test 65\u003c\/p\u003e \u003cp\u003eThe Item Level and Task Cognitive Capacities 66\u003c\/p\u003e \u003cp\u003eAbbreviated Scales 67\u003c\/p\u003e \u003cp\u003eTests for Teachers 68\u003c\/p\u003e \u003cp\u003eFurther Psychological Testing 68\u003c\/p\u003e \u003cp\u003ePhonological Processing and Naming Speed 68\u003c\/p\u003e \u003cp\u003eMemory Ability 69\u003c\/p\u003e \u003cp\u003eExecutive Functioning 70\u003c\/p\u003e \u003cp\u003eAchievements in Literacy and Numeracy 71\u003c\/p\u003e \u003cp\u003eReading 71\u003c\/p\u003e \u003cp\u003eReading Levels 71\u003c\/p\u003e \u003cp\u003eThe Components of a Reading Assessment 73\u003c\/p\u003e \u003cp\u003eDecoding 73\u003c\/p\u003e \u003cp\u003eComprehension 74\u003c\/p\u003e \u003cp\u003eListening Comprehension 75\u003c\/p\u003e \u003cp\u003eSpeed of Reading 75\u003c\/p\u003e \u003cp\u003eThe Assessment of Metacognition in Reading 76\u003c\/p\u003e \u003cp\u003eThe Assessment of Reading Skills and Information Technology 77\u003c\/p\u003e \u003cp\u003eWriting and Spelling 77\u003c\/p\u003e \u003cp\u003eNumeracy 79\u003c\/p\u003e \u003cp\u003eMeasuring Affective Characteristics 80\u003c\/p\u003e \u003cp\u003eSelf-Esteem 80\u003c\/p\u003e \u003cp\u003eAnxiety 80\u003c\/p\u003e \u003cp\u003eRe-assessment 81\u003c\/p\u003e \u003cp\u003eDiagnosis and English as an Additional Language 81\u003c\/p\u003e \u003cp\u003eDiagnosis and Other Syndromes 83\u003c\/p\u003e \u003cp\u003eDyspraxia\/DCD 84\u003c\/p\u003e \u003cp\u003eDyscalculia 84\u003c\/p\u003e \u003cp\u003eADD\/ADHD 85\u003c\/p\u003e \u003cp\u003eAsperger’s Syndrome 85\u003c\/p\u003e \u003cp\u003eVisual Stress 85\u003c\/p\u003e \u003cp\u003ePretending to Have a Learning Difficulty 86\u003c\/p\u003e \u003cp\u003eFeedback to Client 86\u003c\/p\u003e \u003cp\u003eReportWriting 87\u003c\/p\u003e \u003cp\u003eSummary 88\u003c\/p\u003e \u003cp\u003eAppendix A: Sample Report 95\u003c\/p\u003e \u003cp\u003eAppendix B: A Guide through the Maze of Assessments 97\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Counselling 100\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 100\u003c\/p\u003e \u003cp\u003eAims of Counselling 101\u003c\/p\u003e \u003cp\u003eIssues in Counselling Dyslexic People 101\u003c\/p\u003e \u003cp\u003eApproaches to Counselling 102\u003c\/p\u003e \u003cp\u003eCouple Counselling 110\u003c\/p\u003e \u003cp\u003eReferring On 110\u003c\/p\u003e \u003cp\u003eSummary 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Personal Development 112\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 112\u003c\/p\u003e \u003cp\u003eSelf-understanding 112\u003c\/p\u003e \u003cp\u003eThe Nature of the Difficulty 113\u003c\/p\u003e \u003cp\u003eInterpreting Dyslexia 113\u003c\/p\u003e \u003cp\u003eAbilities and Strengths 116\u003c\/p\u003e \u003cp\u003eMetacognition 123\u003c\/p\u003e \u003cp\u003eThe Importance of Metacognition to Learning andWorking 124\u003c\/p\u003e \u003cp\u003eA Metacognitive Technique 127\u003c\/p\u003e \u003cp\u003eIssues in Personal Development 128\u003c\/p\u003e \u003cp\u003eSelf Advocacy 129\u003c\/p\u003e \u003cp\u003ePersonal Organisation 129\u003c\/p\u003e \u003cp\u003eGoal Setting 130\u003c\/p\u003e \u003cp\u003ePrioritisation 130\u003c\/p\u003e \u003cp\u003eMemory Skills 132\u003c\/p\u003e \u003cp\u003eSocial Skills 133\u003c\/p\u003e \u003cp\u003eA Dyslexic Person’s Perspective 135\u003c\/p\u003e \u003cp\u003eA Case History – C 138\u003c\/p\u003e \u003cp\u003eSummary 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Literacy for Living 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 141\u003c\/p\u003e \u003cp\u003eProse Literacy 142\u003c\/p\u003e \u003cp\u003eDocument Literacy 142\u003c\/p\u003e \u003cp\u003eQuantitative Literacy 142\u003c\/p\u003e \u003cp\u003eLifelong Learning 142\u003c\/p\u003e \u003cp\u003ePlanning a Programme 144\u003c\/p\u003e \u003cp\u003eInformation Processing and Literacy 145\u003c\/p\u003e \u003cp\u003eImproving Levels of Literacy 147\u003c\/p\u003e \u003cp\u003eImproving Reading Accuracy 147\u003c\/p\u003e \u003cp\u003eImproving Reading Comprehension 151\u003c\/p\u003e \u003cp\u003eThe Pass Reading Strategy 151\u003c\/p\u003e \u003cp\u003eImproving Spelling 153\u003c\/p\u003e \u003cp\u003eImprovingWriting 154\u003c\/p\u003e \u003cp\u003eImproving Quantative Literacy 156\u003c\/p\u003e \u003cp\u003eA Dyslexic Person’s Perspective 158\u003c\/p\u003e \u003cp\u003eCoaches Comment 160\u003c\/p\u003e \u003cp\u003eSummary 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Academic and Professional Learning Skills 162\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 162\u003c\/p\u003e \u003cp\u003eThe Keys to Success in Higher and Professional Education 164\u003c\/p\u003e \u003cp\u003eThe Importance of Metacognition 164\u003c\/p\u003e \u003cp\u003eSelf-understanding and Self-reflection 164\u003c\/p\u003e \u003cp\u003eSelf Reflection Attribution and Self Efficacy 165\u003c\/p\u003e \u003cp\u003eLearning andWorking Styles 166\u003c\/p\u003e \u003cp\u003eCognitive Learning Differences 166\u003c\/p\u003e \u003cp\u003eBehavioural Learning Styles 166\u003c\/p\u003e \u003cp\u003eTime Management 167\u003c\/p\u003e \u003cp\u003eOrganisation ofWork 167\u003c\/p\u003e \u003cp\u003eReading 168\u003c\/p\u003e \u003cp\u003eCritical Reading Skills 170\u003c\/p\u003e \u003cp\u003eComprehending Diagrammatic and Tabular Formats 171\u003c\/p\u003e \u003cp\u003eEssayWriting 172\u003c\/p\u003e \u003cp\u003eUnderstanding the Task – Question Analysis and Process Words 173\u003c\/p\u003e \u003cp\u003eProofreading 174\u003c\/p\u003e \u003cp\u003eGrammar and Punctuation 175\u003c\/p\u003e \u003cp\u003eSpelling 175\u003c\/p\u003e \u003cp\u003eListening Comprehension 176\u003c\/p\u003e \u003cp\u003eNote Taking 177\u003c\/p\u003e \u003cp\u003eNote Making 179\u003c\/p\u003e \u003cp\u003eRevision and Memory Skills 180\u003c\/p\u003e \u003cp\u003eExaminations 182\u003c\/p\u003e \u003cp\u003eStatistics 184\u003c\/p\u003e \u003cp\u003ePresentations 185\u003c\/p\u003e \u003cp\u003eWorking in a Group 186\u003c\/p\u003e \u003cp\u003eTutorials 187\u003c\/p\u003e \u003cp\u003eThe Role of the Tutor 188\u003c\/p\u003e \u003cp\u003eThe Role of the Student 189\u003c\/p\u003e \u003cp\u003eThe Keys to Success 189\u003c\/p\u003e \u003cp\u003eThe Responsibilities of Colleges and Universities 190\u003c\/p\u003e \u003cp\u003eStudy Skills Course Outline 190\u003c\/p\u003e \u003cp\u003eA Dyslexic Person’s Perspective 192\u003c\/p\u003e \u003cp\u003eSample Assessment Report 193\u003c\/p\u003e \u003cp\u003eSummary 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Career Development and Guidance 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 203\u003c\/p\u003e \u003cp\u003eApproaches to Counselling and Development 204\u003c\/p\u003e \u003cp\u003eCareer Guidance: A Decision Making Model 205\u003c\/p\u003e \u003cp\u003eCareer Guidance and the Dyslexic: A Model 206\u003c\/p\u003e \u003cp\u003eCase Example 214\u003c\/p\u003e \u003cp\u003eCareer Development 215\u003c\/p\u003e \u003cp\u003eA Dyslexic’s Perspective: Dyslexia and Journalism 216\u003c\/p\u003e \u003cp\u003eSummary 218\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Dyslexia AtWork 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 219\u003c\/p\u003e \u003cp\u003eTheWhole Organisation: Awareness Training 220\u003c\/p\u003e \u003cp\u003eDisclosure: To Tell or Not To Tell 224\u003c\/p\u003e \u003cp\u003eGoodness of Fit 224\u003c\/p\u003e \u003cp\u003eRecruitment and Selection 225\u003c\/p\u003e \u003cp\u003eRecruitment 225\u003c\/p\u003e \u003cp\u003eSelection 226\u003c\/p\u003e \u003cp\u003eTheWorkplace Assessment\/Consultation 226\u003c\/p\u003e \u003cp\u003eThe Manager’s Role 227\u003c\/p\u003e \u003cp\u003eChallenges Facing Dyslexic People 228\u003c\/p\u003e \u003cp\u003eMetacognitive Skills atWork 230\u003c\/p\u003e \u003cp\u003eTransfer of Skills 230\u003c\/p\u003e \u003cp\u003eEvaluation and Reflection 230\u003c\/p\u003e \u003cp\u003eChanges and Transitions atWork 230\u003c\/p\u003e \u003cp\u003eSupport in theWorkplace 231\u003c\/p\u003e \u003cp\u003eTutoring Training, Coaching and Mentoring 231\u003c\/p\u003e \u003cp\u003eA Coaching Example 232\u003c\/p\u003e \u003cp\u003eProgramme Length 233\u003c\/p\u003e \u003cp\u003eMentoring 234\u003c\/p\u003e \u003cp\u003eAddressing Challenges 234\u003c\/p\u003e \u003cp\u003eOrganisation 234\u003c\/p\u003e \u003cp\u003eTime Management andWork Prioritisation 235\u003c\/p\u003e \u003cp\u003eOrganisation ofWork and theWork Space 236\u003c\/p\u003e \u003cp\u003eMemory 237\u003c\/p\u003e \u003cp\u003eReading atWork 237\u003c\/p\u003e \u003cp\u003eReading for Information 238\u003c\/p\u003e \u003cp\u003eReading Complex Material 238\u003c\/p\u003e \u003cp\u003eSpecific Visual Difficulties 239\u003c\/p\u003e \u003cp\u003ePerformance Issues 239\u003c\/p\u003e \u003cp\u003eWrittenWork in the Office 240\u003c\/p\u003e \u003cp\u003eRecord Keeping 240\u003c\/p\u003e \u003cp\u003eReportWriting 241\u003c\/p\u003e \u003cp\u003eNumeracy 242\u003c\/p\u003e \u003cp\u003eProofreading and Checking 243\u003c\/p\u003e \u003cp\u003eListening Skills atWork 243\u003c\/p\u003e \u003cp\u003eMinute and Note Taking 244\u003c\/p\u003e \u003cp\u003eMeetings 244\u003c\/p\u003e \u003cp\u003eWorking in a Team 245\u003c\/p\u003e \u003cp\u003eInterviews 247\u003c\/p\u003e \u003cp\u003eA Note on the Use of Technology 248\u003c\/p\u003e \u003cp\u003eWorkplace Consultancy Report 248\u003c\/p\u003e \u003cp\u003eA Coaching Course Outline 254\u003c\/p\u003e \u003cp\u003eSummary 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Advocacy 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 257\u003c\/p\u003e \u003cp\u003eThe Legislative Framework 259\u003c\/p\u003e \u003cp\u003eDyslexia as a Mental Impairment 259\u003c\/p\u003e \u003cp\u003eAdverse Effects which are Substantial 260\u003c\/p\u003e \u003cp\u003eLong-Term Substantial Effects 260\u003c\/p\u003e \u003cp\u003eNormal Day-to-Day Effects 260\u003c\/p\u003e \u003cp\u003eReasonable Adjustments 261\u003c\/p\u003e \u003cp\u003eIndividual Needs 262\u003c\/p\u003e \u003cp\u003eIntegrated Experience 262\u003c\/p\u003e \u003cp\u003eEssential Requirements of the Job\/Course 263\u003c\/p\u003e \u003cp\u003eAn Undue Financial or Administrative Burden 263\u003c\/p\u003e \u003cp\u003eAdjustments in Recruitment, Selection and Promotion 263\u003c\/p\u003e \u003cp\u003eTypes of Test Accommodations\/Adjustments 264\u003c\/p\u003e \u003cp\u003eDisclosing Dyslexia 267\u003c\/p\u003e \u003cp\u003eWhen to Say Something 268\u003c\/p\u003e \u003cp\u003eWhom to Tell 268\u003c\/p\u003e \u003cp\u003eWhat to Say 268\u003c\/p\u003e \u003cp\u003ePolicy and Practice in Employment 270\u003c\/p\u003e \u003cp\u003eLegislation in Education and Training 270\u003c\/p\u003e \u003cp\u003ePolicy in Higher Education 270\u003c\/p\u003e \u003cp\u003eSelf-Help and Self-Help Groups 271\u003c\/p\u003e \u003cp\u003eDyslexia and Criminal Law 272\u003c\/p\u003e \u003cp\u003eSummary 272\u003c\/p\u003e \u003cp\u003eEpilogue 274\u003c\/p\u003e \u003cp\u003eAppendix A Sample Interview Schedule 275\u003c\/p\u003e \u003cp\u003eAppendix B Useful Contact Addresses 278\u003c\/p\u003e \u003cp\u003eReferences 280\u003c\/p\u003e \u003cp\u003eIndex 305\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49407196758359,"sku":"9781119973935","price":33.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119973935.jpg?v=1730498528","url":"https:\/\/bookcurl.com\/products\/the-dyslexic-adult-9781119973935","provider":"Book Curl","version":"1.0","type":"link"}