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At a time when dyslexia is being redefined, this book proposes a socially interactive model within the wider framework of specific learning difficulties. The model proposed is flanked by reflective contributions from internationally respected researchers, writers and teachers and each chapter carries messages for educators in all sectors of education. Teachers are challenged to re-examine central issues affecting learning in and beyond compulsory schooling: methods of teaching and provision of learning support; and the integration of meta-affectivity with metacognition.

This volume aims to open up the debate about dyslexia in secondary and tertiary education by bringing together different ways of talking and thinking about dyslexia. Questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of exploratory conversations between learners and tutors is recognized. The editors propose an underpinning cross sectoral model which integrates in person dyslexia characteristics with social and contextual factors.