Gavin Reid is a senior lecturer in the Faculty of Education, University of Edinburgh. He is an experienced teacher, educational psychologist, researcher and university lecturer. He has made over 200 keynote presentations throughout the UK and at conferences worldwide, including United States, Eastern and Western Europe, Scandinavia, New Zealand and Hong Kong. He is the author of a number of books on dyslexia and learning styles including Dyslexia: A Practitioner's Handbook (1998) and is co-author of Dyslexia in Adults: Education and Employment (2001), both published by Wiley/He is the course team which developed the joint Open University/University of Edinburgh course on Identifying and Addressing Difficulties in Literacy Development and has also a number of research and consultancy interests, including assessment, early literacy and dyslexia in adults. Janice Wearmouth is a lecturer in the Faculty of Education and Language Studies at The Open University in the UK. She is an experienced teacher, researcher and author in the area of special educational needs and difficulties in literacy development. Her research interest include pupil self advocacy, the development and organization of special and/or additional provision for pupils who experience difficulties in learning in mainstream schools, and home-school literacy partnerships.She is co-chair of the course team which developed and produced the Open University Course E801 Difficulties in Literacy Development in Collaboration with the University of Edinburgh.

"...anyone interested in exploring more fundamental sensorydeficits as a possible cause of dyslexia, along with theoreticalhypotheses, should read [this book]..." (Times EducationalSupplement, 3 October 2003) "...of interest to students in initial teachertraining...of value to teachers in inclusive schools..."(Educational Review, Vol 56(1), Feb 2004)

• About the Editors viiAbout the Contributors ixIntroduction 1Part I TheoryChapter 1 Dyslexia and Literacy: Key Issues for Research 11Angela J. FawcettChapter 2 The Neurobiology of Dyslexia 29Deborah F. Knight and George W. HyndChapter 3 Resolving the Paradoxes of Dyslexia 45Uta FrithChapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69Janet Hatcher and Margaret J. SnowlingChapter 5 Visual Processes 85John EverattChapter 6 The Balance Model of Reading and Dyslexia 99Jean Robertson and Dirk J. BakkerChapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115Chris SingletonChapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131Gerry ShielPart II PracticeChapter 9 Issues for Assessment and Planning of Teaching and Learning 151Janice Wearmouth and Gavin ReidChapter 10 Reading Processes, Acquisition, and Instructional Implications 167Linnea C. EhriChapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187Rea ReasonChapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201Tony ClineChapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213Janice WearmouthChapter 14 Dealing with Diversity in the Primary Classroom—a Challenge for the Class Teacher 229Margaret CrombieChapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241Lindsay Peer and Gavin ReidChapter 16 Individual Education Plans and Dyslexia: Some Principles 251Janet TodChapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271Bob BurdenChapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285Keith ToppingChapter 19 Metacognition and Literacy 301David WrayChapter 20 Critical Literacy and Access to the Lexicon 315George HuntChapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327Fidelma Healy EamesSubject Index 343