Dyslexia: Integrating Theory & Practice

This work brings together the papers to be presented at the Second International Conference of the British Dyslexia Association. This conference is intended to examine a variety of aspects of dyslexia, within the following general themes – education, language, biological bases, cognition, development of literacy and numeracy and and social and behavioural elements. The contreibutors are specialists in their fields.

Spis treści:
Contributors.
Acknowledgements.
Editorial.
Part 1: Biological bases.
Chapter 1 Genetics and Dyslexia: an overview – John C.DeFries.
Chapter 2 Neurobiological issues in dyslexia – Drake D. Duane.
Chapter 3 Vision and language – John F. Stein.
Chapter 4 EEG topographical mapping and laterality measures in dyslexic children – Georgina Rippon.
Part II: The normal development of literacy.
Chapter 5 The development of reading and spelling in children: an overview – Linnea Ehri.
Chapter 6 Spelling and sound in learning to read – Nick Ellis.
Chapter 7 Metaphonological abilities and literacy – Jose Morais.
Chapter 8Recent work on reading and spelling development – Usha Goswami.
Part III: The definition, nature and prevalence of dyslexia.
Chapter 9 The theoretical and practical consquences of discrepancy definitions of dyslexia – Keith E. Stanovich.
Chapter 10 On determining the prevalence of dyslexia – Tim R. Miles.
Chapter 11 Phonological and visual segmentation problems in poor readers – Rhona Brown and Frances Watson.
Part IV: Intervention: theoretical and practical issues.
Chapter 13 Dyslexia: the obvious and hidden speech and language disorder – Joy Stackhouse and Bill Wells.
Chapter 14 Visual dyslexia/auditory dyslexia: is this a valuable distinction? – Elaine Miles.< br>Chapter 15 Is medicinal treatment of dyslexia advisable – Colin Wilsher.
Part V: Intervention: empirical studies of teaching.
Chapter 16 The remediation of reading comprehension difficulties.
Chapter 17 The beneficial effect of accelerating reading rate: on dyslexic readers′ reading comprehension – Zvia Breznitz.
Chapter 18 The teaching of spelling using techniques of simultaneous oral spelling and visual inspection – Michael Thomson.
Part VI: Intervention: the practical skills of dyslexic teaching.
Chapter 19 Factors to consider when designing a test protocol in mathematics for dyslexics – Steve J Chinn.
Chapter 20 Mathematics and dyslexics – after basics what then? – Anne Henderson.
Chapter 21 Communication and study skills at primary level – Patience Thomson.
Chapter 22 Curriculum–based study skills – Virginia Kelly.
Chapter 23 The road to reading: basic skills to college allowances – Arlene W. Sonday.
Chapter 24 Setting up a learning programme for adult dyslexics – Cynthia Klein.
Chapter 25 The dyslexic child′s transfer of learning from the individual less to work in the classroom – Ann Cooke.
Chapter 26 The use of tape–recorders to develop speaking and listening skills – Jeanne Reilly.
Chapter 27 Pupil′s self–evaluation as an aid to teaching handwriting – Jane Taylor.
Chapter 28 A multisensory approach towards reading music – Margaret Hubicki.
Index.

Okładka tylna:
This work brings together the papers to be presented at the Second International Conference of the British Dyslexia Association. This conference is intended to examine a variety of aspects of dyslexia, within the following general themes – education, language, biological bases, cognition, devel opment of literacy and numeracy and and social and behavioural elements. The contreibutors are specialists in their fields.