David McLoughlin is a Visiting Professor in Psychology at the University of Buckingham. He is Director of Independent Dyslexia Consultants, a UK organisation which has worked with dyslexic adults and children for 25 years. Carol A. Leather is training director at Independent Dyslexia Consultants and a researcher at Surrey University. She has been instrumental in developing strategic approaches to support dyslexic employees in sectors including the emergency services, banking and the civil service.Together, David and Carol edited the 2010 edition of the British Dyslexia Association's prestigious Dyslexia in Employment Handbook.

"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

• Preface to the Second Edition xv Preface to the First Edition xviiAcknowledgements xixPrologue xxi1 Dyslexia in the Adult Years 1Introduction 1History 5Terminology 6Defining Dyslexia 6Evidence-based Practice 8The Nature of Dyslexia: Behavioural Characteristics 10Observable Behavioural Characteristics 11Affective Characteristics 12Positive Characteristics 13Behavioural Characteristics: Empirical Evidence 15Explaining Characteristics 15Biology and Neurology 15Cognition 17Dyslexia: AWorking Memory Model 19Explaining Positive Characteristics 23Explaining Affective Characteristics 26AWorking Definition 28Dyslexia and Other Syndromes 28Dyspraxia 29Dyscalculia 30Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder 31Asperger’s Syndrome 31Visual Stress 32Degrees of Dyslexia 32The Prevalence of Dyslexia 33Summary 342 Interventions 35Introduction 35Psychological Development in the Adult Years 35Transitions 37Successful Adjustment 38Risk and Resilience 38Learning in Adulthood 40Types of Intervention 41The Role of the Tutor/Coach 44Key Skills 44The Development of Metacognitive Skills 46Skill Development, Compensation and Accommodation: An Integrated Framework for Development 47Alternative Interventions 49Summary 513 Identification and Assessment 52Introduction 52Information Gathering 53Interviews 54Screening 57Checklists 57Computer-based Tests 58LADS – Plus Version 58StudyScan and QuickScan 58Individually Administered Tests 59York Adult Assessment Battery 59Dyslexia Adult Screening Test (DAST) 60Scholastic Abilities Test for Adults (SATA) 60Formal Diagnosis 61Testing Intelligence 62WAIS-IV 63Verbal Tests 64Working Memory Tests 64Perceptual Reasoning Tests 64Processing Speed 64The Global Composite – Full Scale IQ 64The Specific Composite – Index Scores 65The Sub-test – Level WAIS-IV as an Ipsative Test 65The Item Level and Task Cognitive Capacities 66Abbreviated Scales 67Tests for Teachers 68Further Psychological Testing 68Phonological Processing and Naming Speed 68Memory Ability 69Executive Functioning 70Achievements in Literacy and Numeracy 71Reading 71Reading Levels 71The Components of a Reading Assessment 73Decoding 73Comprehension 74Listening Comprehension 75Speed of Reading 75The Assessment of Metacognition in Reading 76The Assessment of Reading Skills and Information Technology 77Writing and Spelling 77Numeracy 79Measuring Affective Characteristics 80Self-Esteem 80Anxiety 80Re-assessment 81Diagnosis and English as an Additional Language 81Diagnosis and Other Syndromes 83Dyspraxia/DCD 84Dyscalculia 84ADD/ADHD 85Asperger’s Syndrome 85Visual Stress 85Pretending to Have a Learning Difficulty 86Feedback to Client 86ReportWriting 87Summary 88Appendix A: Sample Report 95Appendix B: A Guide through the Maze of Assessments 974 Counselling 100Introduction 100Aims of Counselling 101Issues in Counselling Dyslexic People 101Approaches to Counselling 102Couple Counselling 110Referring On 110Summary 1115 Personal Development 112Introduction 112Self-understanding 112The Nature of the Difficulty 113Interpreting Dyslexia 113Abilities and Strengths 116Metacognition 123The Importance of Metacognition to Learning andWorking 124A Metacognitive Technique 127Issues in Personal Development 128Self Advocacy 129Personal Organisation 129Goal Setting 130Prioritisation 130Memory Skills 132Social Skills 133A Dyslexic Person’s Perspective 135A Case History – C 138Summary 1406 Literacy for Living 141Introduction 141Prose Literacy 142Document Literacy 142Quantitative Literacy 142Lifelong Learning 142Planning a Programme 144Information Processing and Literacy 145Improving Levels of Literacy 147Improving Reading Accuracy 147Improving Reading Comprehension 151The Pass Reading Strategy 151Improving Spelling 153ImprovingWriting 154Improving Quantative Literacy 156A Dyslexic Person’s Perspective 158Coaches Comment 160Summary 1607 Academic and Professional Learning Skills 162Introduction 162The Keys to Success in Higher and Professional Education 164The Importance of Metacognition 164Self-understanding and Self-reflection 164Self Reflection Attribution and Self Efficacy 165Learning andWorking Styles 166Cognitive Learning Differences 166Behavioural Learning Styles 166Time Management 167Organisation ofWork 167Reading 168Critical Reading Skills 170Comprehending Diagrammatic and Tabular Formats 171EssayWriting 172Understanding the Task – Question Analysis and Process Words 173Proofreading 174Grammar and Punctuation 175Spelling 175Listening Comprehension 176Note Taking 177Note Making 179Revision and Memory Skills 180Examinations 182Statistics 184Presentations 185Working in a Group 186Tutorials 187The Role of the Tutor 188The Role of the Student 189The Keys to Success 189The Responsibilities of Colleges and Universities 190Study Skills Course Outline 190A Dyslexic Person’s Perspective 192Sample Assessment Report 193Summary 2018 Career Development and Guidance 203Introduction 203Approaches to Counselling and Development 204Career Guidance: A Decision Making Model 205Career Guidance and the Dyslexic: A Model 206Case Example 214Career Development 215A Dyslexic’s Perspective: Dyslexia and Journalism 216Summary 2189 Dyslexia AtWork 219Introduction 219TheWhole Organisation: Awareness Training 220Disclosure: To Tell or Not To Tell 224Goodness of Fit 224Recruitment and Selection 225Recruitment 225Selection 226TheWorkplace Assessment/Consultation 226The Manager’s Role 227Challenges Facing Dyslexic People 228Metacognitive Skills atWork 230Transfer of Skills 230Evaluation and Reflection 230Changes and Transitions atWork 230Support in theWorkplace 231Tutoring Training, Coaching and Mentoring 231A Coaching Example 232Programme Length 233Mentoring 234Addressing Challenges 234Organisation 234Time Management andWork Prioritisation 235Organisation ofWork and theWork Space 236Memory 237Reading atWork 237Reading for Information 238Reading Complex Material 238Specific Visual Difficulties 239Performance Issues 239WrittenWork in the Office 240Record Keeping 240ReportWriting 241Numeracy 242Proofreading and Checking 243Listening Skills atWork 243Minute and Note Taking 244Meetings 244Working in a Team 245Interviews 247A Note on the Use of Technology 248Workplace Consultancy Report 248A Coaching Course Outline 254Summary 25610 Advocacy 257Introduction 257The Legislative Framework 259Dyslexia as a Mental Impairment 259Adverse Effects which are Substantial 260Long-Term Substantial Effects 260Normal Day-to-Day Effects 260Reasonable Adjustments 261Individual Needs 262Integrated Experience 262Essential Requirements of the Job/Course 263An Undue Financial or Administrative Burden 263Adjustments in Recruitment, Selection and Promotion 263Types of Test Accommodations/Adjustments 264Disclosing Dyslexia 267When to Say Something 268Whom to Tell 268What to Say 268Policy and Practice in Employment 270Legislation in Education and Training 270Policy in Higher Education 270Self-Help and Self-Help Groups 271Dyslexia and Criminal Law 272Summary 272Epilogue 274Appendix A Sample Interview Schedule 275Appendix B Useful Contact Addresses 278References 280Index 305

David McLoughlin is a Visiting Professor in Psychology at the University of Buckingham. He is Director of Independent Dyslexia Consultants, a UK organisation which has worked with dyslexic adults and children for 25 years. Carol A. Leather is training director at Independent Dyslexia Consultants and a researcher at Surrey University. She has been instrumental in developing strategic approaches to support dyslexic employees in sectors including the emergency services, banking and the civil service.Together, David and Carol edited the 2010 edition of the British Dyslexia Association's prestigious Dyslexia in Employment Handbook.

"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

• Preface to the Second Edition xv Preface to the First Edition xviiAcknowledgements xixPrologue xxi1 Dyslexia in the Adult Years 1Introduction 1History 5Terminology 6Defining Dyslexia 6Evidence-based Practice 8The Nature of Dyslexia: Behavioural Characteristics 10Observable Behavioural Characteristics 11Affective Characteristics 12Positive Characteristics 13Behavioural Characteristics: Empirical Evidence 15Explaining Characteristics 15Biology and Neurology 15Cognition 17Dyslexia: AWorking Memory Model 19Explaining Positive Characteristics 23Explaining Affective Characteristics 26AWorking Definition 28Dyslexia and Other Syndromes 28Dyspraxia 29Dyscalculia 30Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder 31Asperger’s Syndrome 31Visual Stress 32Degrees of Dyslexia 32The Prevalence of Dyslexia 33Summary 342 Interventions 35Introduction 35Psychological Development in the Adult Years 35Transitions 37Successful Adjustment 38Risk and Resilience 38Learning in Adulthood 40Types of Intervention 41The Role of the Tutor/Coach 44Key Skills 44The Development of Metacognitive Skills 46Skill Development, Compensation and Accommodation: An Integrated Framework for Development 47Alternative Interventions 49Summary 513 Identification and Assessment 52Introduction 52Information Gathering 53Interviews 54Screening 57Checklists 57Computer-based Tests 58LADS – Plus Version 58StudyScan and QuickScan 58Individually Administered Tests 59York Adult Assessment Battery 59Dyslexia Adult Screening Test (DAST) 60Scholastic Abilities Test for Adults (SATA) 60Formal Diagnosis 61Testing Intelligence 62WAIS-IV 63Verbal Tests 64Working Memory Tests 64Perceptual Reasoning Tests 64Processing Speed 64The Global Composite – Full Scale IQ 64The Specific Composite – Index Scores 65The Sub-test – Level WAIS-IV as an Ipsative Test 65The Item Level and Task Cognitive Capacities 66Abbreviated Scales 67Tests for Teachers 68Further Psychological Testing 68Phonological Processing and Naming Speed 68Memory Ability 69Executive Functioning 70Achievements in Literacy and Numeracy 71Reading 71Reading Levels 71The Components of a Reading Assessment 73Decoding 73Comprehension 74Listening Comprehension 75Speed of Reading 75The Assessment of Metacognition in Reading 76The Assessment of Reading Skills and Information Technology 77Writing and Spelling 77Numeracy 79Measuring Affective Characteristics 80Self-Esteem 80Anxiety 80Re-assessment 81Diagnosis and English as an Additional Language 81Diagnosis and Other Syndromes 83Dyspraxia/DCD 84Dyscalculia 84ADD/ADHD 85Asperger’s Syndrome 85Visual Stress 85Pretending to Have a Learning Difficulty 86Feedback to Client 86ReportWriting 87Summary 88Appendix A: Sample Report 95Appendix B: A Guide through the Maze of Assessments 974 Counselling 100Introduction 100Aims of Counselling 101Issues in Counselling Dyslexic People 101Approaches to Counselling 102Couple Counselling 110Referring On 110Summary 1115 Personal Development 112Introduction 112Self-understanding 112The Nature of the Difficulty 113Interpreting Dyslexia 113Abilities and Strengths 116Metacognition 123The Importance of Metacognition to Learning andWorking 124A Metacognitive Technique 127Issues in Personal Development 128Self Advocacy 129Personal Organisation 129Goal Setting 130Prioritisation 130Memory Skills 132Social Skills 133A Dyslexic Person’s Perspective 135A Case History – C 138Summary 1406 Literacy for Living 141Introduction 141Prose Literacy 142Document Literacy 142Quantitative Literacy 142Lifelong Learning 142Planning a Programme 144Information Processing and Literacy 145Improving Levels of Literacy 147Improving Reading Accuracy 147Improving Reading Comprehension 151The Pass Reading Strategy 151Improving Spelling 153ImprovingWriting 154Improving Quantative Literacy 156A Dyslexic Person’s Perspective 158Coaches Comment 160Summary 1607 Academic and Professional Learning Skills 162Introduction 162The Keys to Success in Higher and Professional Education 164The Importance of Metacognition 164Self-understanding and Self-reflection 164Self Reflection Attribution and Self Efficacy 165Learning andWorking Styles 166Cognitive Learning Differences 166Behavioural Learning Styles 166Time Management 167Organisation ofWork 167Reading 168Critical Reading Skills 170Comprehending Diagrammatic and Tabular Formats 171EssayWriting 172Understanding the Task – Question Analysis and Process Words 173Proofreading 174Grammar and Punctuation 175Spelling 175Listening Comprehension 176Note Taking 177Note Making 179Revision and Memory Skills 180Examinations 182Statistics 184Presentations 185Working in a Group 186Tutorials 187The Role of the Tutor 188The Role of the Student 189The Keys to Success 189The Responsibilities of Colleges and Universities 190Study Skills Course Outline 190A Dyslexic Person’s Perspective 192Sample Assessment Report 193Summary 2018 Career Development and Guidance 203Introduction 203Approaches to Counselling and Development 204Career Guidance: A Decision Making Model 205Career Guidance and the Dyslexic: A Model 206Case Example 214Career Development 215A Dyslexic’s Perspective: Dyslexia and Journalism 216Summary 2189 Dyslexia AtWork 219Introduction 219TheWhole Organisation: Awareness Training 220Disclosure: To Tell or Not To Tell 224Goodness of Fit 224Recruitment and Selection 225Recruitment 225Selection 226TheWorkplace Assessment/Consultation 226The Manager’s Role 227Challenges Facing Dyslexic People 228Metacognitive Skills atWork 230Transfer of Skills 230Evaluation and Reflection 230Changes and Transitions atWork 230Support in theWorkplace 231Tutoring Training, Coaching and Mentoring 231A Coaching Example 232Programme Length 233Mentoring 234Addressing Challenges 234Organisation 234Time Management andWork Prioritisation 235Organisation ofWork and theWork Space 236Memory 237Reading atWork 237Reading for Information 238Reading Complex Material 238Specific Visual Difficulties 239Performance Issues 239WrittenWork in the Office 240Record Keeping 240ReportWriting 241Numeracy 242Proofreading and Checking 243Listening Skills atWork 243Minute and Note Taking 244Meetings 244Working in a Team 245Interviews 247A Note on the Use of Technology 248Workplace Consultancy Report 248A Coaching Course Outline 254Summary 25610 Advocacy 257Introduction 257The Legislative Framework 259Dyslexia as a Mental Impairment 259Adverse Effects which are Substantial 260Long-Term Substantial Effects 260Normal Day-to-Day Effects 260Reasonable Adjustments 261Individual Needs 262Integrated Experience 262Essential Requirements of the Job/Course 263An Undue Financial or Administrative Burden 263Adjustments in Recruitment, Selection and Promotion 263Types of Test Accommodations/Adjustments 264Disclosing Dyslexia 267When to Say Something 268Whom to Tell 268What to Say 268Policy and Practice in Employment 270Legislation in Education and Training 270Policy in Higher Education 270Self-Help and Self-Help Groups 271Dyslexia and Criminal Law 272Summary 272Epilogue 274Appendix A Sample Interview Schedule 275Appendix B Useful Contact Addresses 278References 280Index 305