Description
Book SynopsisDespite being the most common learning disability, dyslexia is widely misunderstood—it is not related to a lack of comprehension or having a low IQ, nor is it simply a matter of mixing up the letters “b” and “d”. Shrouded by myths and misperceptions, lack of direct, practical information on dyslexia leaves many teachers and families frustrated. Well-intentioned teachers tell parents that all kids learn differently and at a different pace, but as the months turn into years, the gap between skilled readers and those that struggle widens. The antidote to wait-and-see and more-of-the-same is information. In this book, Sayeski and Chandler translate research from neuroscience, cognitive psychology, linguistics, and education into bite-sized, actionable guidance for teachers and parents to follow to put kids on the path to reading.
This book is designed for teachers, administrators, and parents seeking information that can be immediately applied to improve outcomes of students with dyslexia. Within the book, readers will find answers to common questions about dyslexia and the schools.
- What is dyslexia, and how can I describe it to fellow teachers, parents, or students?
- Which education laws apply to the instruction of students with dyslexia?
- What do differences in brain activation patterns tell us about dyslexia?
- How can research on typical and atypical reading development be translated into effective intervention for students with dyslexia?
- What should reading instruction for students with dyslexia look like?
- Which assessments can be used to guide the delivery of reading intervention?
- How can assistive technologies be used to enhance academic engagement?
Each chapter concludes with a checklist and synthesis activity designed to move the readers from knowledge to action.
Table of ContentsChapter 1: Dyslexia and The Complex Behavior of Reading
Chapter 2: Creating the Code: Understanding English Orthography
Chapter 3: Reading Instruction in the United States
Chapter 4: Reading Science and Individual Differences in Reading
Chapter 5: Structured Literacy: Word Recognition
Chapter 6: Structured Literacy: Language Comprehension
Chapter 7: Advocacy and Action
Glossary
References
Index
About the Author
