Dr Gavin Reid is an international consultant, psychologist and author based in Vancouver, Canada. He is co-director of the Reading Lab where he carries out consultancies and psychological assessments. He is also currently involved in a number of consultancy and writing projects. Dr. Reid was formerly a classroom teacher (10 years) and university lecturer (16 years). He was a senior lecturer at Moray House School of Education, University of Edinburgh from 1991-2007 where he wrote the first Masters course in dyslexia in the UK in 1993. He has written 40 books in the field of dyslexia, learning skills and motivation. His books have been translated into seven languages.

Some of the topics explored in this book are highly relevant to literacy specialists. Overall, the book pulls together several seemingly disparate aspects of learning and relates them to literacy learning. Beyond merely looking at these issues, the book is an eye-opener in many respects. A valuable asset to researchers and students of literacy at advanced levels.

• 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

Dr Gavin Reid is an international consultant, psychologist and author based in Vancouver, Canada. He is co-director of the Reading Lab where he carries out consultancies and psychological assessments. He is also currently involved in a number of consultancy and writing projects. Dr. Reid was formerly a classroom teacher (10 years) and university lecturer (16 years). He was a senior lecturer at Moray House School of Education, University of Edinburgh from 1991-2007 where he wrote the first Masters course in dyslexia in the UK in 1993. He has written 40 books in the field of dyslexia, learning skills and motivation. His books have been translated into seven languages.

Some of the topics explored in this book are highly relevant to literacy specialists. Overall, the book pulls together several seemingly disparate aspects of learning and relates them to literacy learning. Beyond merely looking at these issues, the book is an eye-opener in many respects. A valuable asset to researchers and students of literacy at advanced levels.

• 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

Dr Gavin Reid is an international consultant, psychologist and author based in Vancouver, Canada. He is co-director of the Reading Lab where he carries out consultancies and psychological assessments. He is also currently involved in a number of consultancy and writing projects. Dr. Reid was formerly a classroom teacher (10 years) and university lecturer (16 years). He was a senior lecturer at Moray House School of Education, University of Edinburgh from 1991-2007 where he wrote the first Masters course in dyslexia in the UK in 1993. He has written 40 books in the field of dyslexia, learning skills and motivation. His books have been translated into seven languages.

Some of the topics explored in this book are highly relevant to literacy specialists. Overall, the book pulls together several seemingly disparate aspects of learning and relates them to literacy learning. Beyond merely looking at these issues, the book is an eye-opener in many respects. A valuable asset to researchers and students of literacy at advanced levels.

• 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