Full Description
Dyslexia: Theories, Assessment and Support offers a broad perspective on dyslexia, providing a range of views from theory to practice which help explain the continued controversy surrounding the condition. Offering a framework on which to understand the concept of dyslexia, the book considers procedures that can both identify the condition and help support those with it. With a focus on self-concept, the authors highlight ways to positively influence both literacy acquisition and individual well-being.
This book is ideal reading for those taking courses on dyslexia or literacy learning difficulties within education, psychology and related disciplines. It will be of great interest to specialist teachers, special education staff, educational psychologists and those in related occupations.
Contents
PART 1: Introduction to the skills of reading and writing
Background to the book
The skill of reading and writing
Reading and writing development
Reading processes or skills
Overview of the rest of the book
PART 2: A background and framework to understand dyslexia
Introduction
Reading/learning disability and dyslexia
A brief history of dyslexia
Dyslexia and intelligence
Perspectives and definitions
A framework for dyslexia
PART 3: Theories of dyslexia
Introduction
Phonological processing and dyslexia
Differences in dyslexia across languages and orthographies
Accuracy versus speed and double deficit perspectives
Perceptual factors and visual processing deficit accounts
Motor and cerebellum deficit viewpoints
Morphology and meaning
Conclusions
PART 4: Identifying dyslexia
Introduction
Types of assessment methods
Assessment procedures and evaluation
Comparisons of the performance of dyslexic against norms
Differentiating dyslexia from other learning difficulties
Dyslexia across orthographies, languages and educational contexts
PART 5: Intervention
Introduction
A classification of intervention perspectives
General learning viewpoints
Literacy teaching methods
Phonological awareness training
Response to intervention
Assessment-intervention profiling
Multisensory learning
Working memory or meta-cognitive methods
Visual-and motor-related interventions
Conclusion
PART 6: Self-concept and dyslexia
Introduction
Defining self-esteem
A multi-dimensional model of self-esteem
Academic self-concept and education
Self-efficacy
Self-efficacy and education
Academic self-efficacy and beyond in education
Resilience
Resilience and education
Overall
Concluding views on improving literacy and self-concept
