Gavin Reid – författare

In addition to the opening chapter, which provides an overview of developments in dyslexia, there are also chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice.

The policy section provides insights into policy developments from Europe, the UK and the United States, as well as polic developments relating to both children and adults. The practice section is comprehensive with chapters on multilingualism, the range of specific learning difficulties, ICT, mathematics, the implications for the classroom from the science of learning and the features of dyslexia friendly schools.

Divided into 4 parts, the book firstly introduces the various theoretical perspectives and follows this up with identification and assessment techniques with an emphasis on practical, classroom related issues.

The third part of the text covers topics related to the school curriculum and a final section covers issues that relate to the learning process.

An invaluable text for anyone who needs to know about dyslexia in children including post-graduate students in psychology and education, SENCOs and trainee teachers.

This guide to inclusive practice covers contemporary policy issues, perspectives from practice and specialist guidance across a wide range of common syndromes. Each chapter is written by experts from fields within special and additional educational needs and shows how research-led and evidence-based knowledge can support outstanding classroom practice.This heavily updated fourth edition, led by new co-editors Jennie Guise and Katrina Cochrane, includes new chapters on:

This guide to inclusive practice covers contemporary policy issues, perspectives from practice and specialist guidance across a wide range of common syndromes. Each chapter is written by experts from fields within special and additional educational needs and shows how research-led and evidence-based knowledge can support outstanding classroom practice.This heavily updated fourth edition, led by new co-editors Jennie Guise and Katrina Cochrane, includes new chapters on:

Dyslexia in Many Languages thoroughly investigates the fascinating relationship between dyslexia and language systems by highlighting research and practice initiatives around the world.

Focusing on how dyslexia manifests itself in non-English languages, readers of this text will enhance their understanding and appreciation for the role of language systems and the interplay they have with dyslexia, assessment and intervention. Experienced and expert contributors around the world consider how dyslexia is defined, assessed, and supported in their native country, drawing on the linguistic features of that language and how this affects monolingual, bilingual and multilingual speakers. This book also compares dyslexia in different languages and questions what are the universal lessons that we can learn from comparing dyslexia in different languages and do different languages affect its prevalence and incidence? The editors consider the implications for classroom practice, such as learning and teaching challenges, the social emotional and educational impact on the child as a learner and considers the various sides of the educational process of students with dyslexia in different languages.

This volume is essential reading for teachers and psychologists who deal with a large number of students and patients coming from different language backgrounds. Researchers and educators interested in dyslexia in different languages will also find its contents useful and relevant in their learning and work contexts.