Dyslexia in Context (eBook)

Gavin Reid Ph.D., M.A, is an independent international educational psychologist. He is a director of the Red Rose School in the UK and Global Educational Consultancies. He is also a consultant to the Institute of Child Education and Psychology, Europe, the Open University and the BBC in the UK and the Child Early Intervention Medical Center in Dubai. He was a visiting professor at the University of British Columbia in Vancouver, Canada in the Department of Education and Counseling Psychology and Special Education. Angela Fawcett is the editor of Dyslexia in Context: Research, Policy and Practice, published by Wiley.

Dyslexia in Context : Research, Policy and Practice 1
Contents 7
Contributors 10
Introduction 15
Chapter 1 An overview of developments in dyslexia 17
PART ONE: RESEARCH 35
Chapter 2 Dyslexia: the role of the cerebellum 39
Chapter 3 Developing flexible mapping in an inflexible system? 62
Chapter 4 Dyslexia genetics 90
Chapter 5 Brain-based assessment and instructional intervention 104
Chapter 6 The theory and practice of specialist literacy teaching 134
Chapter 7 Dyslexia and English as an additional language (EAL): towards a greater understanding 145
PART TWO: POLICY 161
Chapter 8 United Kingdom policy for inclusion 166
Chapter 9 Evidence-based reading policy in the US 175
Chapter 10 Dyslexia and the workplace - policy for an inclusive society 191
Chapter 11 Learning disability/dyslexia and employment: a US perspective 203
Chapter 12 Dyslexia - early identification and early intervention 217
PART THREE: PRACTICE 231
Chapter 13 The case for dyslexia-friendly schools 237
Chapter 14 Dyslexia-friendly schools - policy and practice 251
Chapter 15 Learning from the science of learning: implications for the classroom 271
Chapter 16 Baseline assessment and the early identification of dyslexia 292
Chapter 17 Dyslexic pupils and the key objectives of the National Numeracy Strategy 302
Chapter 18 Using information and communication technology (ICT) to help dyslexic children and adults 318
Chapter 19 The co-occurrence of specific learning difficulties: implications for identification and assessment 337
Index 351

"... essential reading for parents, teachers, policy makers and researchers." (Dyslexia, July 2006)