Current research and intervention strategies for dyslexia practitioners across settings Dyslexia: A Practitioner's Handbook, now in its Sixth Edition, delivers comprehensive coverage of assessment, intervention, and support strategies for practitioners working with dyslexic learners. Written by Dr. Gavin Reid, author of 40 books in the field, this extensively updated edition addresses recent changes in government policies, education authority initiatives, and advocacy efforts that have reshaped dyslexia practice. This edition provides detailed analyses of both inclusive and specialized intervention approaches, covering reading, spelling, and written work challenges with practical solutions. The handbook addresses assessment approaches and barriers to learning, learning skills across the age range from early years through higher education and adults, and emotional aspects of dyslexia. Cultural, social, and linguistic perspectives receive thorough treatment alongside neurodiversity and overlap considerations. Readers will also find: Updated research findings reflecting current government policies, education authority initiatives, and increased advocacy efforts shaping contemporary dyslexia practiceComprehensive coverage of assessment approaches including identification of barriers to learning and strategies for addressing individual learner needsSpecialized and inclusive intervention strategies for reading, spelling, and written work challenges with practical implementation guidance for practitionersAge-appropriate learning skills guidance spanning early years through higher education and adult learners requiring workplace accommodationsPoints for reflection and practical resources supporting immediate application in educational and clinical assessment settingsTeachers undergoing specialist training in assessment and teaching, along with practicing educators and psychologists, will find this handbook an authoritative resource for current dyslexia practice. This edition addresses the complete field of dyslexia with the depth and currency that specialist practitioners require.

Produktinformation

Utgivningsdatum:2026-09-17
Format:Häftad
Språk:Engelska
Antal sidor:240
Upplaga:6
Förlag:John Wiley & Sons Inc
ISBN:9781394337439

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Gavin Reid, PhD, is a registered psychologist and co-director of the Reading Lab in Vancouver, Canada. He has written 40 books on dyslexia, learning skills, and motivation, with translations into seven languages. A former senior lecturer at the University of Edinburgh where he developed the UK's first master’s course in Dyslexia in 1993, Dr. Reid has served on government panels on assessment and dyslexia and worked as a Learning Differences expert for United Nations projects.

Innehållsförteckning

About the Author xiForeword xiiPreface xivChapter 1 Dyslexia: The Context 1Defining Dyslexia 1Definition by Consensus 2Positive Approaches to Dyslexia 4Dyslexia: A Range of Characteristics 5Definitions in Practice 6How Definitions Can Be Useful 8Research 10Strengths 11Education and Work Context 11Barriers to Intervention 12Training 12Around the UK—Special Educational Needs and Disability (SEND) 13SEND Provision 13Scotland 15Northern Ireland 15Wales 16Issues on Intervention 17Comment 17Points to Consider 17Chapter 2 Dyslexia: The Range of Research 18Neurological/Genetic 18Genetic 19Cognitive 20Visual Processing 20Procedural Timing 22Phonological Processing 23Morphological Processing 24Environmental Factors 26Summing Up Comments 27Points for Reflection 28Chapter 3 Identifying Needs—Cognitive, Educational, Social and Emotional 29DARA (DysGuise Assessment Reports Assistant) 29Monitoring Standards 30Regulatory Considerations 30Information Processing 31Moving from Static to Dynamic 32Factors That Can Prompt Concern 33Linking Assessment with Intervention and Support 35Assessment—Follow-up—Planning for Learning 35Scotland 39Assessments in Context 40Early Identification 41Further Points to Consider in Identifying Needs 43Whose Responsibility? 46Points for Reflection 46Chapter 4 Assessment in Practice: Approaches and Resources 47The Use of Tests—Some Considerations 48Assessment and Processing 48Ability Testing 48Assessment of Attainment 49Standardised/Psychometric Criteria 50Standardisation 51Psychometric 51Screening 52Points to Consider 52Adult Screening 53Curriculum Assessment 54Metacognitive Assessment 55Assisted Assessment 55Observational Assessment 55Observational Framework 56Summary 59Points for Reflection 60Chapter 5 Reading: The Acquisition of Literacy 61Introduction 61Social and Cultural Aspects 62Literacy in the UK Context 63Literacy Acquisition 64Phonological Awareness 65Language as a Foundation for Reading 65Alphabetic System 66Stages of Reading Development 67Limitations of the Stage Model of Reading 68Reading Development 69Reading Practice 70Relationship Between Phonology and Orthography 72Reading and Memory 73Dyslexia and Different Orthographies 74Key Points 76Activities from the Companion Book 76Chapter 6 Spelling 77Stages of Spelling 77Dealing with Spelling Difficulties 78Reading and Spelling Correlation 79Spelling Strategies 79Phonological Awareness and Spelling 80Spelling Effectiveness 81Homophones 82The Impact of Spelling on Classroom Attainments 82Summary of Spelling Strategies (See Activities in Companion Book) 83Sounds and Symbols—A Universal Approach 84Morph Mastery 84Use of Technology 84Spelling Rules 85Self-esteem and Spelling 85Concluding Comments 85Activities from the Companion Book 86Chapter 7 Handwriting, Expressive Writing and Punctuation 87Writing Challenges 87Executive Function and Writing 88Writing and Spelling 88The Importance of Writing 89Writing and the Curriculum 89Cognitive Skills Associated with Writing 89Handwriting 90Handwriting—Some Points to Consider 91Dysgraphia 92Strategies for Writing 92Creative Writing Types 93Motivation and Writing 94Planning 95Developing Ideas 95Concluding Comments 96Activities from the Companion Book 96Chapter 8 Teaching and Intervention: Issues, Concerns and Success 97Issues 97The Context 98Accessing the Curriculum 99The Learner 100Programmes and Approaches—Some Considerations 101Automaticity, Overlearning and Structure 101Structure 102Some Further Suggestions 103Overlearning 104Key Points of a Programme 105Breaking Down Barriers 106An Effective Teaching Programme 106Points for Reflection 108Chapter 9 The Learner: Processing, Strategies and Realising Potential 109A Focus on Learning 109Effective Learning 110Key Points About Learning 111Planning Learning 111The Learning Process 112Scaffolding 113Learning Strategies 116Transfer of Skills 117Self-assessment 117Study Skills/Learning Skills 117Time Management and Organisation 119Linking New Information to Prior Knowledge 119Problem-solving Skills 120Importance of Feedback 120Memory Strategies 121The Role of Self-esteem in Learning 122Examination Preparation 122Multiple-choice Questions 123Summary 124Points for Reflection 124Activities from the Companion Book 125Chapter 10 Inclusion: The Context—Policy and Practice 126Introduction 126Features of Inclusion 126Areas of Discrimination and Challenges 127Dyslexia: Five Key Points for Inclusion 127Specialised Provision 129Staff Support and Training 130Advocacy 132Self-advocacy: Challenge or Threat? 132Dilemmas Encountered in a Project to Enhancethe Active Participation of Students 133Dyslexia and Self-advocacy 133Key Factors 133Points for Reflection 134Chapter 11 Inclusion in Practice 135Practical Implications 135Importance of Training 136Challenges 137Social Opportunities and Learning Progress 137Secondary/High School 138Barriers at Secondary School 139Written Work 140Additional Language Learning 141Whole School Training 142Points for Reflection 143Chapter 12 The Role of Parents/Carers 144Parental Issues—Facing the Challenge 144Parenting 145Challenges and Responses 145Some Frustrating Experiences 146School Partnerships 148Parent Groups 149Parental Concerns 150Parents as Partners 153Points for Reflection 154Activities from the Companion Book 154Chapter 13 Dyslexia, Bilngualism and Social, Cultural, Linguisticand Environmental Factors 155Introduction 155Key Areas 156Social and Cultural Factors 156Identification 158Assessment Issues 159Teaching Approaches 160Key Principles 161Environmental Factors 161Socio-economic Factors 162Early Reading 163Concluding Points 163Points for Reflection 164Chapter 14 Neurodiversity, Executive Function and the Workplace: A Shifting Paradigm 165Introduction 165Evidence for Overlapping Conditions 166Attention Difficulties 167Attention Deficit Hyperactivity Disorder (ADHD) 167Classroom Factors 168Intervention 170Key Strategies for Teachers 172Exceptionally Able and Gifted Learners with Dyslexia 173Executive Function 174Backward Design 175Self-regulation 175Executive Functioning and Dyslexia 176The Workplace—a Shifting Paradigm 177Concluding Comments 178Points for Reflection 179Activities from the Companion Book 179Chapter 15 Concluding Comment: Points for Reflection and Looking Ahead 180Appendix 1 Assessment: Tests and Resources 182Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) (2016) 182Intelligence and Development Scales, Second Edition (IDS-2) UK Norms 183Wechsler Individual Achievement Test (WIAT-III UK) 183Wechsler Individual Achievement Test (WIAT-4 US and CDN, 2024) 184Appendix 2 Teaching Approaches, Activities and Programmes 189The Dyslexia Action Literacy Programme (DALP) 189Jolly Phonics 189SEN Literacy Kit—Builds Early Literacy Skills 190The Reading Made Easy Collection of Books by Kathleen Paterson 191Making Maths Visual and Tactile Toolkit by Judy Hornigold 192Trugs 193Appendix 3 Additional Texts and Resources 195Stockists 196Some Relevant Organisations/Contacts 196References 198Index 216