Approaching Difficulties in Literacy Development

Dr. Gavin Reid is an international consultant and psychologist with consultancies in Canada, UK, Europe, Middle East, Asia and Australasia. He was Visiting Professor at the University of British Columbia in Vancouver, Canada, in the Department of Education and Counseling Psychology and Special Education in 2007 and 2010.?He is chair of the British Dyslexia Association Accreditation Board and an ambassador for the Helen Arkell Dyslexia Centre in the UK and is a Consultant/Psychologist for the Centre for Child Evaluation and Teaching (CCET) in Kuwait and the Lighthouse Learning Centre in Cairo. He is also a director of the Red Rose School for children with specific learning difficulties in St Annes on Sea, Lancashire, UK.  He was formerly senior lecturer in the Department of Educational Studies (formally Department of Special Education), Moray House School of Education, University of Edinburgh, from 1991 to 2007. He has written 34 books on learning, motivation and dyslexia and lectured to thousands of professionals and parents in 75 countries. Some of his books have been published in Polish, Italian, Greek, Arabic, Hebrew, French, Latvian and Slovak. He is an experienced teacher with over ten years’ experience in the classroom and has held external examiner appointments at 20 universities worldwide for PhD and masters’ courses. He resides in Vancouver and Edinburgh. His email is gavinreid66@gmail.com and his website is: www.drgavinreid.com

• PART ONE: THEORETICAL UNDERSTANDINGS: IMPLICATIONS FOR PRACTICEReading, dyslexia and the brain - Usha GoswamiConnecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice - Hollis S ScarboroughPolicy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative - Sue EllisIndividual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge and memory capacity - Kate Cain, Jane Oakhill and Kate Lemmon Impact of authentic adult literacy instruction on adult literacy practices - Victoria Purcell-Gates, Sophie C Degener, Erik Jacobson and Marta SolerPART TWO: ASSESSING LITERACY DIFFICULTIESIs the PhAB really fab? The utility of the phonological assessment battery in predicting gains made by older low-progress readers following two terms of intensive literacy instruction - Kevin Wheldall and Simmone PogorzelskiReception class predictors of literacy skills - Jennifer Simpson and John EverattPrinciples for literacy assessment - Peter Johnston and Paula CostelloPART THREE: PEDAGOGY AND PLANNINGDyslexia and learning style - a note of caution - Tilly MortimoreMapping a pedagogy for Special Education Needs - Brahm Norwich and Ann LewisShaping literacy in the secondary school: Policy, practice and agency in the age of the national literacy strategy - Andy Goodwyn and Kate FindlayHeadwoman′s blues: Small group reading and the interactions of culture, gender and ability - Shuaib J MeachamPART FOUR: INTERVENTIONS IN DIFFERENT CONTEXTSExcluded voices: Class, culture and family literacy in Scotland - Lyn TettTrust your own observations: Assessment of reader and tutor behaviour in learning to read in English and Maori - Ted Glynn and Stuart McNaughtonLong-term outcomes of early reading intervention - Jane Hurry and Kathy SylvaStudent writing in higher education: An academic literacies approach - Mary R Lea and Brian V. StreetPART FIVE: TRANSFORMING PRACTICEDyslexia and adult literacy: Does dyslexia disempower? - Hugo KerrEffects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school - Edward C Melhuish, Mai B Phan, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford and Brenda Taggart