Supporting Dyslexic Adults provides an overview of the latest research and best practice in supporting adults with dyslexia in higher education and employment. Many of these individuals may have received little or no dyslexia-specific support throughout their school lives; some will not have had their dyslexia identified until they reached university or started work. This book provides guidance on practical support that can be offered to dyslexic adults, and processes which can alleviate the emotional issues they face. The first section of the book focuses on dyslexia in higher education; it covers screening and identifying dyslexia in adulthood, and offers hands-on assistance for dyslexic students, to enhance their learning. Examples of successful practical support from universities and colleges are included to guide practitioners. The second section advises on supporting dyslexic adults in the workplace, preparing individuals for work, and offering strategies on disclosing their particular needs to employers and colleagues. It also considers the legal aspects of dyslexia support and crucially highlights the skills and strengths that dyslexic adults can bring to the workplace. Contributions are written by a wide range of experts in the field. Each one possesses a wealth of practical experience which provides invaluable guidance for dyslexic adults, professionals who support dyslexic adults, and employers of dyslexic staff.
Author: Nicola Brunswick
Publisher: John Wiley & Sons
This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously. This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn. This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).
Evidence, Theory and Practical Application
Author: Paul Howard-Jones
What is dyslexia and hown is it assessed in adults? What is the most appropriate training for those who work with dyslexic people? This comprehensive guide is for professionals working with adults with dyslexia in the learning and working environment. It uses practical definitions and offers advice that can be understood by professionals and employers with little or no previous understanding of dyslexia. Dyslexia in Adults: Education and Employment covers key aspects of learning in adults with dyslexia, including individual profiles, strengths and difficulties, the role of the tutor, course design, assessment and method of teaching, as well as providing a number of support strategies. Case studies highlights the needs of employers and dyslexic adults in the workplace and give examples of good practice. An invaluable text for teachers and practitioners in the field of dyslexia, adults with dyslexia, employers, and educational and occupational psychologists. "Adult dyslexics have long been misunderstood. Their considerable talents have often been unrecognized and unrealized. Fortunately all this is changing. With the help of this new book by Gavin Reid and Jane Kirk many will come to see that dealing with difficulties must be balanced by understanding talents." Thomas G. West, Visualisation Research Institute, US National Dyslexia Researc Foundation, and author of In the Mind's Eye "This book provides factual information for educators, employers and dyslexia adults themselves. The authors tell the truth about the depressing effects of unacknowledged dyslexia, challenging each of us to think in a different way. They send out a clear, strong message: listen to dyslexic people." Joanne Rule, Chief Executive, British Dyslexia Association "In my opinion this authoritative and well-researched account should be recommended reading for anyone giving vocational guidance to clients with dyslexia or helping them deal with employment or training." Tim Edmonds of the Employment Service
Education and Employment
Author: Gavin Reid,Jane Kirk
Even though I had been studying reading problems in children for a number of years as a means of understanding cognitive processes, I became deeply committed to the study of developmental dyslexia after my encounter with S. H. , a dyslexic college student. Until then, dyslexia to me remained an interesting phenomenon but somewhat removed from the mainstream of my research interests. The facts that, in spite of his superior IQ, S. H. could read no better than a child in the fifth grade and misspelled even common words such as was and here, however, took me by surprise and made me appreciate the intriguing and challenging nature of developmental dyslexia. This led to a series of studies of college students with reading disability, a group that is relatively unexplored. The general plan of these investigations was to study a small number of disabled readers at any given time, rather intensively. Even though this approach limits the generalizability of the research findings, it lays bare some of the most interesting facts about dyslexia which are obscured in large-scale statistical studies. These studies have now extended well over a decade and are still continuing. As soon as these studies were started, it became obvious that not all reading-disabled college students are alike and that disabled readers could be classified into three broad categories: those with poor decod ing skill, those with poor comprehension ability, and those with a combination of these two deficits.
Diagnosis and Management of Developmental Reading Disabilities
Author: P. G. Aaron
Publisher: Springer Science & Business Media
As many as one in four children experiences problems with reading. Dyslexia, the most common learning disability leads to well-documented negative effects on school and, ultimately, adult success. Therefore, it is critical that school professionals provide early and effective assessment and intervention. Identifying, Assessing, and Treating Dyslexia at School equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs. This volume: Reviews up-to-date findings on dyslexia – causes, prevalence, and related conditions. Provides research-based tools for identifying and addressing dyslexia. Offers a detailed framework for case finding and screening, diagnostic and psychoeducational assessment as well as age- and grade-appropriate intervention. Explains the roles and responsibilities of school psychologists when it comes to identifying students with dyslexia. Focuses solely on dyslexia, unlike most other books on learning disabilities. As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.
Author: Catherine Christo,John M. Davis,Stephen E. Brock
Publisher: Springer Science & Business Media
The past decade has brought important new advances in the fields of genetics, behavioral genetics, linguistics, language acquisition, studies of language impairment, and brain imaging. Although these advances are each highly relevant to the determination of what a child is innately prepared to bring to language acquisition, the contributing fields of endeavor have traditionally been relatively self-contained, with little cross communication. This volume was developed with the belief that there is considerable value to be gained in the creation of a shared platform for a dialogue across the disciplines. Leading experts in genetics, linguistics, language acquisition, language impairment, and brain imaging are brought together for the purpose of exploring the current evidence, theoretical issues, and research challenges in a way that bridges disciplinary boundaries and points toward future developments in the search for the genetic and environmental bases of language acquisition and impairments. This collection provides discussions and summaries of: *breakthrough findings of the genetic underpinnings of dyslexia; *theoretical and empirical developments in the specification of a phenotype of language acquisition and impairment; *evidence of familiarity and twin concordances of specific language impairment; and *new evidence from brain imaging. It concludes with a critical response from an advocate of rational empiricism.
Author: Mabel L. Rice
Publisher: Psychology Press
Category: Language Arts & Disciplines
The new edition of Dyslexia is written for parents of dyslexic children and the professionals who work with them, and provides information on the role parents can play in supporting their dyslexic child. This updated edition contains new material and up-to-date discussions of current research and programs. Empowers parents by providing them with strategies for dealing with a wide range of concerns including dyspraxia and dyscalculia New sections cover post-school issues, the emotional needs of young people with dyslexia and information on how parents can help at home Features information on some of the more popular interventions for dyslexia, and critical evaluations of ‘alternative treatments’ Includes first–hand accounts of parents’ hopes, successes and setbacks, and extensive lists of organizations and resources
A Complete Guide for Parents and Those Who Help Them
Author: Gavin Reid
Publisher: John Wiley & Sons
This volume examines the field of learning disabilities and the education of learning disabled (LD) children through the eyes of several experts. Contributors bring to the book such diverse academic backgrounds as education, psychology, special education and medicine. The chapters, adapted from lectures given at the Landmark West School in California, include audience questions and responses. Chapters on new medications for the LD child, contemporary research on dyslexia and educational strategies for improving reading are complemented bychapters on social and emotional issues that affect the families of learning disabled children, adolescents and young adults.
Author: Brian J. Cratty,Richard L. Goldman
This book focuses on the practical difficulties facing dyslexic pupils every day in the classroom and provides teachers and parents with strategies to support and enable them to access the curriculum with a minimum of fuss and upheaval.
Author: Garry Squires,Sally McKeown
Publisher: A&C Black
Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of ???exploratory conversions??? between learners and tutors is recognised. The need to restructure ???the structured approach??? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurst???s preface refers to ???this important book??? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.
Author: Morag Hunter-Carsch,Margaret Herrington
This book presents first-hand accounts of what dyslexia means for children themselves, and for the people around them.
The Social and Emotional Consequences of Specific Learning Difficulties/disabilities
Author: Barbara Riddick
Dyslexia affects at least ten per cent of children and is the most common special educational need that teachers encounter. However, the characteristics of dyslexia can mean that it is often
A Guide for Teachers and Parents
Author: Lawrence, Denis
Publisher: McGraw-Hill Education (UK)
In order to become successful, adults with dyslexia need to be able to take control of their lives. This book aims to promote greater understanding of the nature of dyslexia as it is manifested in the adult years and to describe the skills professionals need if they are to empower dyslexic people through the process of assessment, counselling, teaching and training. Contents: Developmental dyslexia – aetiology; characteristics in adulthood Identification – risk factors; interviewing; screening; assessment Counselling – issues; theoretical approaches; basic skills; advanced skills Personal development – social skills; communication skills; confidence; self-esteem Teaching – reading; spelling; writing; numeracy Tutoring – learning skills; reading strategies; writing techniques; examination and test taking; note taking; metacognition Training – career development; strategy acquisition; complementary skills; self-assertion Advocacy – in education; in the work place; support groups
Interventions and Outcomes
Author: David McLoughlin,Carol Leather,Patricia Stringer
Publisher: John Wiley & Sons Incorporated
Are difficulties in dyslexia the same the world over? What can we learn from resources and practice in different countries? In this book, individuals, institutions and organisations have been gathered from around the world to report on the policies, resources and training for people with dyslexia and those who work with them. Over 50 countries are included in this guide, together with details of dyslexia associations and resources. This unique collection offers a wealth of information to parents, teachers and individuals who are seeking support. It also will be of interest to researchers, practitioners and policy makers. This book is also available as an electronic supplement to The International Book of Dyslexia: A Cross-Language Comparison and Practice Guide which is available from your bookshop or from John Wiley & Sons Ltd ISBN 0471498416 The complete volume is an extensive and wide-ranging guide to both dyslexia research and practice around the world.
A Guide to Practice and Resources
Author: Ian Smythe,John Everatt,Robin Salter
Publisher: John Wiley & Sons
Reading and writing skills were once confined to only a few people. Today, a person facing problems with acquiring literacy skills will 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 characterising 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 remediation. Above all, dyslexia research has taken a step from being descriptive to suggesting theoretical models for explaining the empirical phenomena observed. This book presents contributions from some of the world leading researchers on these issues in honour of one of the main scholars in the field, Professor Ingvar Lundberg.
Author: Erland Hjelmquist,Curt von Euler
Author: Roderick I. Nicolson,Angela J. Fawcett
Publisher: MIT Press