Developmental Dyslexia

ISBN-13: 9781870332705 / Angielski / Miękka / 1991 / 320 str.

Michael E. Thomson

Opis

This book, which has been adopted as a set text for a number of training and diploma courses, is long established as a comprehensive source book for both students and practitioners in the field. For this edition the book has been updated both in response to new teacher training needs and to take account of the rapid developments in research and ideas on dyslexia which have occurred in recent years.

Spis treści

Part 1.

Introduction.

Barriers to Learning.

The Concept of developmental Dyslexia.

Emotional Correlates of Dyslexia.

Sex Differences.

Subtypes of Dyslexia.

Genetic Aspects.

Offical Attitudes to Dyslexia in The UK.

Part 2.

Case Histories.

Part 3.

Etiology.

Neurological Perspective.

Cognitive perspective.

Part 4.

Dyslexia as a Phenomenon of Written Language.

Some Features of Written Language.

Models of The Written Language Process.

Reading and spelling Behaviour.

Written Language and Dyslexia – a Synthesis.

Part 5.

Assessment, "background" Factors.

Assessment of Intelligence.

Attainments.

Perceptual.

Motor and Memory Skills.

Screening Procedures.

Sample Reports.

Part 6.

Remediation – Evaluations and Assessment.

The Relationship Between Assessment and Remediation.

Evaluating Remediation.

Part 7.

Remediation – Principles and techniques.

General Principles of Remediation.

Structured Written Language programmes.

Multi–sensory Teaching.

Matching Task to Learner.

Phonetic teaching.

Essay Writing.

The Older Dyslexic.

Computer–assisted Learning and word Processing.

Role of The Parent in Remediation.

Blurb

This book, which has been adopted as a set text for a number of training and diploma courses, is long established as a comprehensive source book for both students and practitioners in the field. For this edition the book has been updated both in response to new teacher training needs and to take account of the rapid developments in research and ideas on dyslexia which have occurred in recent years.

The latest research findings cover such topics as demographic studies, phonological skills, the use of the British Ability Scales, and sub–types of dyslexia. The material on teaching has been expanded, with particular attention given to phonics and word analysis skills, essay planning and writing, the use of computers and word processing and evaluating teaching programmes.