Written for concerned teachers and parents, this book describes the basics needed for an insight into dyslexia, covering description, assessment, diagnosis, parental rights, legislation and the statutory statementing process. This second edition has been fully revised, expanded and updated to incorporate recent research findings and modern practices, the Green Paper Meeting Special Educational Needs, DFES' National Literacy Strategy, the 2002 Code of Practice (Special Educational Needs) together with recommendations of professional bodies and supportive agencies. The aim of the book is to...

This text reflects issues relating to the assessment and support of students with dyslexia within universities and other institutions of higher education. It considers how current practice in relation to higher educational provision for this group can be developed to facilitate inclusion.

Reading and writing skills were once confined to only a few people. Today, a person facing problems with acquiring literacy skills can run the risk of being excluded from fully participating in society. New information tends to imply even more demands on mastering reading and writing than ever before. Dyslexia was used early as a descriptive term for characterizing problems of reading and writing. Since the introduction of the term, research has made impressive progress and interdisciplinary fields have been created, including social studies, behavioural studies, biology, education and...

This text focuses on how children learn to read and on the difficulties some children have in acquiring this important skill. It concentrates specifically on the very beginning stages of reading development - that is, in the 4-7 year age group.

Highlights the developments in the area of research, policy and practice. This book provides an overview of developments in dyslexia and includes chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice.