Table of Contents
About the Author xiv
Other Books by Gavin Reid xvi
Foreword xviii
Preface xxi
Chapter 1 Defining Dyslexia 1
- Defining Dyslexia 2
- Purpose of Definitions 4
- How Should We Define Dyslexia? 5
- Definitions 7
- Barriers to Implementing Policy 11
- Rose Review and Dyslexia 11
- Education for Learners with Dyslexia 12
- Different Perspectives and Agenda 14
- Points for Reflection 15
Chapter 2 Explaining Dyslexia: The Range of Research 17
- Causal Modelling Framework 18
- Genetic Factors 19
- Neurobiological Factors 20
- Visual and Temporal Processing 20
- Magnocellular Visual System 20
- Procedural Timing 22
- Hemispheric Symmetry 23
- Processing Speed 24
- Phonological Processing 25
- Phonological Awareness and Multisensory Programmes 25
- Morphological Processing 26
- Glue Ear 27
- Cognitive Skills 29
- Metacognition 29
- Environmental Factors 29
- Additional Language Learning 30
- Dyslexia in Different Orthographies 31
- Self ]disclosure in Adults 33
- Points for Reflection 34
Chapter 3 Assessment: Issues and Considerations 35
- The Context 35
- Assessment Aims 37
- Discrepancy Criteria 37
- Listening Comprehension 38
- Componential Model of Reading 38
- Curriculum Focus 39
- Why an Assessment? 40
- How? The Assessment Process 40
- Effect of an Assessment 42
- Assessment—Points to Consider 42
- Some Other Considerations 42
- Assessment and Inclusion 46
- The Bilingual Learner 46
- Points for Reflection 47
Chapter 4 Identifying Needs 48
- The Context 48
- Information Processing 49
- Factors That Can Prompt Concern 50
- Linking Assessment with Intervention and Support 52
- Key Aspects of an IEP 52
- The Overlap 53
- Assessing Performances 53
- Criteria: Summary 54
- Whose Responsibility? 57
- Early Identification 57
- Models of Identification 59
- Expert/Intervention—Attainment 59
- Barriers to Learning 63
- Whole ]School Involvement 64
- Points for Reflection 65
Chapter 5 Assessment: Approaches and Resources 66
- The Use of Tests—Points to Ponder 67
- Assessment and Information Processing 67
- Cognitive Measures 68
- Assessment of Processing Skills 69
- Comprehensive Test of Phonological Processing (CTOPP ]2) 70
- Woodcock Reading Mastery Tests 71
- Gray Oral Reading Tests (GORT ]5) 71
- Standardised/Psychometric Criteria 71
- Standardisation 72
- Psychometric 73
- Wechsler Individual Achievement Test (WIAT ]II and III) 74
- Comment 74
- Phonological Representation and Assessment 75
- Screening 76
- Curriculum Assessment 79
- Miscue Analysis 80
- Assessment in Context 81
- Assessment for Learning 82
- Metacognitive Assessment 83
- Multiple Intelligences Approaches 85
- A Components Approach 86
- Observational Assessment 88
- Observational Framework 88
- Systematic Observation 92
- Summary 93
- Points for Reflection 94
Chapter 6 Reading—Social, Cultural and Government Perspectives 95
- The Social Context for Literacy 95
- Literacy and Culture 95
- Defining Literacy 96
- Critical Literacy 98
- Challenging Assumptions 101
- Government Initiatives 102
- Literacy Standards and International Comparisons 104
- PISA Study 106
- Literacy Initiatives 106
- Points for Reflection 107
Chapter 7 The Acquisition of Literacy 108
- What is Reading? 108
- Factors to Consider 109
- Reading as a Process 110
- Reading Skills 111
- Reading Practice 112
- Developing Reading Skills 112
- Key Factors 112
- The Development of Reading 114
- Stages of Reading Development 117
- Limitations of the Stage Model of Reading 119
- Reading and Memory 120
- Relationship Between Phonology and Orthography 120
- Dyslexia and Different Orthographies 121
- Points for Reflection 122
Chapter 8 Reading Models and Methods 123
- Bottom ]Up and Top ]Down Models 123
- Connectionist Models 125
- Balance Model of Reading 126
- Method of Teaching Reading 127
- Developing Reading Skills 131
- Teaching Reading—the Debate 132
- Reading Interventions 135
- Methodological Issues in Reading Intervention Research 137
- Factors to Consider in Developing and Using Reading
- Approaches 138
- The Literacy Experience 141
- Framework for Teaching 142
- Summary 143
- Points for Reflection 144
Chapter 9 The Acquisition of Literacy: Spelling 145
- Why is Spelling Difficult? 145
- Systems Involved in Spelling 146
- Spelling Skills 148
- Spelling Development 149
- Spelling Policy 150
- Spelling Strategies 150
- Spelling Materials 156
- Points for Reflection 157
Chapter 10 Expressive Writing 158
- The Importance of Writing 158
- Relationship Between Writing and Spelling 159
- Expressive Writing: The Process 160
- Cognitive Skills Associated with Writing 160
- Writing in the Curriculum 161
- Developing Metacognitive Skills through Writing 162
- Metacognitive Strategies for Writing 163
- Strategies for Writing 165
- Motivation and Writing 166
- Planning 167
- Pre ]writing Framework 167
- Developing Ideas 169
- Handwriting 171
- Summary 172
- Points for Reflection 173
Chapter 11 Teaching Approaches: Points to Consider 174
- Overview of Approaches 175
- The Context 176
- Assessment and the Curriculum 177
- The Learner 178
- Programmes and Approaches—Some Considerations 179
- Overlearning 182
- Principles 183
- Issues 183
- Points for Reflection 186
Chapter 12 Supporting Literacy: Individualised Programmes 188
- Criteria for Selection 189
- Orton–Gillingham (OG) 192
- The Hickey Multisensory Language Course 194
- Bangor Dyslexia Teaching System 195
- Letterland 197
- Reading Recovery 198
- Toe by Toe: Multisensory Manual for Teachers and Parents 202
- Alternative Approaches 203
- Comment—Issues to Consider 209
- Points for Reflection 210
Chapter 13 Supporting Literacy: Approaches and Strategies 211
- Phonics Instructional Approaches 211
- Language Experience 215
- Other Support Approaches 216
- Phonological Approaches 218
- High ]Interest Books—History 219
- Barrington Stoke (www.barringtonstoke.com) 220
- Start to Finish Books 220
- Differentiated Texts 221
- Visual Factors 221
- Motor Aspects 224
- Assisted Learning 225
- Summary 229
- Points for Reflection 230
Chapter 14 Supporting Learning 231
- Effective Learning 231
- Key Points about Learning 233
- The Learning Process 233
- Realising Potential 236
- Zone of Proximal Development 237
- Developing Learning Skills 237
- Learning Strategies 238
- Multiple Intelligences 241
- Study Skills 244
- Set Goals 246
- Feedback 246
- Memory—Some Strategies 247
- The Role of Self ]esteem 249
- Creativity and the ‘Gifted’ Dyslexic Student 249
- Summary 250
- Points for Reflection 251
Chapter 15 Inclusion: Curriculum Access 252
- The Context 252
- Responding to the Diverse Needs of Students 254
- The Challenges 255
- Meeting Curriculum Objectives 257
- Index for Inclusion 257
- Tensions and Contradictions 259
- Assessment, Need and Accountability 260
- Removing Barriers to Achievement 261
- Interventions and Inclusion 261
- Making the School Inclusive 264
- Equity 265
- Principles of Inclusion 266
- An Inclusive School 268
- Healthy Schools 268
- Supporting Inclusion 269
- Staff Support and Training 270
- Student Advocacy 272
- Dyslexia and Self ]advocacy 273
- Staff Support 274
- Key Factors 275
- Points for Reflection 275
Chapter 16 Inclusion in Secondary Education: Accessing the the Curriculum 276
- Responsibility 277
- Features of Secondary Schools 277
- Differentiation and Curricular Development 280
- Differentiation and Assessment 281
- Subject Areas 281
- Multiple Intelligences in Secondary Schools 294
- Physical Education 295
- Staff Development 296
- Challenges: Key Areas 297
- Points for Reflection 299
Chapter 17 Inclusion: Further and Higher Education and the Workplace 300
- Further and Higher Education 301
- The Workplace 313
- Concluding Comment 315
- Points for Reflection 316
Chapter 18 The Role of Parents 317
- Parental Concerns 318
- Parental Support 320
- Parents’ Challenges 322
- Parents as Partners 324
- Points for Reflection 324
Chapter 19 Multilingualism: Challenges and Responses 325
- Background and Context 325
- Cultural Factors 326
- Culture ]fair Assessment 330
- Teaching 331
- Key Principles 332
- Metacognitive Awareness/Schema 333
- Concluding Points 334
- Points for Reflection 334
Chapter 20 The Overlap—Dyslexia: Attention, Coordination, Auditory Processing and Numeracy 335
- Introduction 335
- The Overlap Dilemma 336
- Attention Issues 337
- Identifying and Defining Attention Difficulties 340
- Intervention 342
- ADHD and Creativity 345
- Coordination, Movement and Handwriting 346
- Intervention Strategies—15 Tasks to Try 347
- Handwriting 348
- Dysgraphia Strategies 349
- Early Intervention 350
- Auditory Processing 351
- Intervention 352
- Difficulty with Numbers 354
- Reading in Mathematics 356
- Diagnosing Dyscalculia 356
- Intervention 357
- Points for Reflection 359
Chapter 21 The Use of Computers and Technology 360
- Introduction 360
- Approaches Using New Technology 363
- Resources—Computer Programs 364
- British Dyslexia Association New Technologies Committee (BDA NTC) 365
- Comment 366
- Points for Reflection 366
Chapter 22 Positive Dyslexia 367
- The Background 367
- Five Key Factors 368
- How Dyslexia Affects Children’s Learning 370
- Metacognition 370
- Encourage Creativity 371
- Provide Feedback to Students About Their Own
- Personal Progress 371
- Encourage Self ]assessment 371
- Develop Student Responsibility 372
- Enhancing Creativity 372
Concluding Comment 374
Points for Reflection 374
Appendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers 375
- Test of Phonological Awareness, Second Edition: Plus (TOPA-2+) (2004) 375
- Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) (2013) 375
- Launch Into Reading Success—Test of Phonological Awareness (1997) 376
- GORT-5: Gray Oral Reading Tests, Fifth Edition (2012) 376
- TOWRE-2—Test of Word Reading Efficiency,
- Second Edition (2012) 377
- WIST (Word Identification and Spelling Test) (2004) 377
- DIBELS 378
- Bangor Dyslexia Screening Test 378
- Dyslexia Screening Test—Junior (DST-J) (2004) 379
- Dyslexia Screening Test—Secondary (DST-S) (2004) 379
- Dyslexia Screener (2004) 380
- Cognitive Profiling System (CoPS) Version 5.1 (2010) 381
- Special Needs Assessment Profile 381
- WIAT-II UK for Teachers (2006) 382
- Wechsler Individual Achievement Test (WIAT-II)
- (UK Norms and III US and Canada Norms Only) 382
- Wechsler Individual Achievement Test (WIAT-II)
- (UK Norms and III US and Canada Norms Only) 382
- Phonological Assessment Battery Revised (PhAB-2 ) 383
- HAST-2 Helen Arkell Spelling Test 383
- Wide Range Achievement Test (WRAT 4) 384
- Wide Range Assessment of Memory and Learning,
- Second Edition (WRAML-2) (2003) 384
- Test of Auditory Processing Skills—3 (TAPS-3) 384
Appendix 2 Further Contacts 385
- International 385
- North and South America and Canada 385
- Australia and New Zealand 387
- Europe 387
- Middle East 388
- Asia 389
- Africa 389
- Other Websites 390
- Organisations 391
- Articles and Reviews About Dyslexia 392
- Literacy 393
References 394
Index 437
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