Dyslexia and Reading: A Neuropsychological Approach

Intended primarily for those people who are responsible for providing support for dyslexic students, but also for research workers in this field. Jean Robertson’s book begins with an overview of neuropsychological theory and brain function to help shed light on what is observed by teachers in their day–today interaction with students. The varied demands of the reading process are discussed, and an overview is given of how neuropsychological theory can contribute to the development of specific intervention techniques. The book then deals with both theoretical and practical considerations of dyslexia and reading. It discusses a developmental model of reading and the role the cerebral hemispheres play in the reading process, the visual and auditory aspects of reading and the development of intervention programmes. Subtypes of dyslexia are considered and examples given of how pupils are assessed and allocated to groups. Two different intervention methods are then discussed with case studies illustrating them, and this section is followed by a discussion of experimental work from the two studies. The book concludes with a chapter on neuropsychological intervention, particularly in the school setting.

Spis treści:
Nueropsychology and Reading.
The Theoretical Background.
Allocation to Sub–type.
Intervention Method I.
Intervention Method II.
Experimental Work Into HAS.
Experimental Work Into HSS studies.
Implications of Neuropsychological Intervention in The Treatment of dyslexia.
Appendix 1: Classification method.
Appendix 2: Examples of materials for L–type and P–type pubils.
Glossary of terms.
References.
Index.

Okładka tylna:
Intended primarily for those people who are responsible for providing support for dyslexic students, but also for research workers in this field. Jean Robertson’s book begins with an overview of neuropsychological theory and brain function to help shed light on what is observed by teachers in their day–today interaction with students. The varied demands of the reading process are discussed, and an overview is given of how neuropsychological theory can contribute to the development of specific intervention techniques. The book then deals with both theoretical and practical considerations of dyslexia and reading. It discusses a developmental model of reading and the role the cerebral hemispheres play in the reading process, the visual and auditory aspects of reading and the development of intervention programmes. Subtypes of dyslexia are considered and examples given of how pupils are assessed and allocated to groups. Two different intervention methods are then discussed with case studies illustrating them, and this section is followed by a discussion of experimental work from the two studies. The book concludes with a chapter on neuropsychological intervention, particularly in the school setting.