Dyslexia

John Everatt is a Professor of Education at the University of Canterbury, New Zealand. Amanda Denston is a post-doctoral researcher in Education at the University of Canterbury, New Zealand.

'Everatt and Denston have successfully defused the dyslexia controversy with this authoritative and comprehensive book. Insightful and informative – full of evidence based approaches providing detailed accounts of reading and writing processes, a clear account of the theories of dyslexia and approaches for identification and intervention. I found the component on self-efficacy particularly illuminating. Not enough has been written about this crucial area. This book benefits from the authors' lengthy experiences, their academic insights and their sound awareness of best practice in this field. This is a must buy for all involved in this area and will surely become one of the seminal texts in this field.' Gavin Reid, Chair of British Dyslexia Association Accreditation Board, Former Senior Lecturer, University of Edinburgh, Scotland, UK.'Many texts on dyslexia provide in-depth information on a few select research topics, or go to the other extreme, providing a superficial overview of topics that requires more explication. Dyslexia: Theories, Assessment and Support provides a welcome contrast. Everatt and Denston have provided an accessibly written, yet comprehensive and well-considered overview of classic as well as current research related to dyslexia and related reading difficulties. They explore standard cognitive and linguistic processes influencing word recognition and comprehension and are careful to include critical contextual factors such as teaching practices, experience, interest and self-concept. This book will provide a welcome resource to university students in reading courses, teachers, as well as researchers who are looking for a comprehensive update.' Charles W. Haynes, EdD, CCC-SLP, Department of Communication Sciences and Disorders, MGH Institute of Health Professions, USA. 'This book provides an accessible and non-technical introduction to the controversial field of dyslexia. It presents a brief account of historical and contemporary theoretical viewpoints, presenting the pros and cons of each. While avoiding polemics, the authors favour the widely-held theory that a phonological deficit lies at the root of dyslexic difficulties. A particularly valuable section of the book is the discussion of different types of interventions that have been used with dyslexic readers, relating each class of intervention to background theory. The book is aimed at the general reader and master’s level students but will prove useful to teachers, parents and other specialists working with dyslexic students and adults.' - Ute Beaton, MA, PCGE, ADG, Specialist Support Lecturer, University of Wales Trinity Saint David, UK.

• PART 1: Introduction to the skills of reading and writingBackground to the bookThe skill of reading and writingReading and writing developmentReading processes or skillsOverview of the rest of the bookPART 2: A background and framework to understand dyslexiaIntroductionReading/learning disability and dyslexiaA brief history of dyslexiaDyslexia and intelligencePerspectives and definitionsA framework for dyslexiaPART 3: Theories of dyslexiaIntroductionPhonological processing and dyslexiaDifferences in dyslexia across languages and orthographiesAccuracy versus speed and double deficit perspectivesPerceptual factors and visual processing deficit accountsMotor and cerebellum deficit viewpointsMorphology and meaningConclusionsPART 4: Identifying dyslexiaIntroductionTypes of assessment methodsAssessment procedures and evaluationComparisons of the performance of dyslexic against normsDifferentiating dyslexia from other learning difficultiesDyslexia across orthographies, languages and educational contextsPART 5: InterventionIntroductionA classification of intervention perspectivesGeneral learning viewpointsLiteracy teaching methodsPhonological awareness trainingResponse to interventionAssessment–intervention profilingMultisensory learningWorking memory or meta-cognitive methodsVisual-and motor-related interventionsConclusionPART 6: Self-concept and dyslexiaIntroductionDefining self-esteemA multi-dimensional model of self-esteemAcademic self-concept and educationSelf-efficacySelf-efficacy and educationAcademic self-efficacy and beyond in educationResilienceResilience and educationOverallConcluding views on improving literacy and self-concept