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A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults. * The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updated * Combines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and training * Provides a clear guide to the kinds of assessment that can be conducted and the ways in which dyslexic adults can be supported in selection, training, education and employment * Includes coverage of overlapping syndromes such as dyspraxia and dyscalculia, and up-to-date check lists for syndromes that can be used as part of the assessment process

A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults. * The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updated * Combines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and training * Provides a clear guide to the kinds of assessment that can be conducted and the ways in which dyslexic adults can be supported in selection, training, education and employment * Includes coverage of overlapping syndromes such as dyspraxia and dyscalculia, and up-to-date check lists for syndromes that can be used as part of the assessment process

Dyslexic adults are often \"apprentices\" regarding their learning behavior rather than mastering the process and becoming independent (Moran & Gardener, 2007). Because of the difficulties they may have experienced with learning, dyslexic adults are likely to be dependent learners; they will try to learn what they are asked to and adopt practices that are less effective for them, as that is what they were told to do at school and college. Norman (2005) argues that expertise is not just the acquisition of skills or strategies; deliberate practice and concrete experience increase automaticity of processing, build multiple representations of knowledge and enable increased transfer of skills and knowledge. The development of metacognitive skills based on an individual's expertise should lead to improved job satisfaction and self-efficacy, less cognitive failure and improved accuracy on problem solving. The key elements of an intervention program are the acknowledgment of individual learning differences and experience, explicit job and task-specific instruction, and focused practice, which leads to familiarity and increased automatic recall (Swanson, 2012).

Objective: To explore how cognitive and metacognitive function influences workplace success in dyslexic adults. Background: Prior research suggests that dyslexic adults experience difficulties with executive functioning and developing metacognitive skill, in addition to continuing problems with literacy. This thesis proposes that these difficulties may affect their performance at work. This research therefore aims to investigate these aspects of cognitive and metacognitive function to discover how they relate to workplace success. These findings will provide evidence to inform interventions for dyslexic adults in the workplace. Method: Three studies were conducted. The first study (n=180 dyslexics) established the workplace success criteria: job satisfaction, self-efficacy, academic qualifications and financial success; and explored the relationship with cognitive function in terms of planning and executive attention (the Cognitive failures questionnaire, Broadbent et al.,1982)). The second study (n=116 dyslexics) assessed the participants’ metacognitive skills, confidence and problem solving and investigated the relationships with workplace success criteria. The third study (n=60 dyslexics) assessed executive functioning skills of updating, inhibition and shifting (Miyake et al., 2000) and explored the relationships with workplace success criteria. The data from all three studies were compared with a non-dyslexic control group (n= 30). Variations between the dyslexic and control groups on metacognitive and executive skill were anticipated, and the relationships between these differences and workplace success were investigated. Results: Study 1 found that cognitive failures were related to aspects of workplace success in dyslexics, and that dyslexics experienced more cognitive failures than the control group. But there were no differences between dyslexic and controls in planning or overall workplace success. Study 2 found that metacognitive skill was related to aspects of workplace success in both dyslexics and controls. Dyslexics had less metacognitive self-understanding than controls, but other aspects of metacognition were similar. Study 3 found no clear relationship between executive function and workplace success, but dyslexics performed less well than controls in aspects of working memory. Conclusion: Dyslexic participants attained comparable levels of workplace success despite deficits in working memory processes and self-understanding, and weaker literacy skills. However similar workplace success could not be attributed to compensatory use of metacognitive skills by dyslexics because dyslexics did not have greater metacognitive skill. Possible explanations and recommendations for further research are discussed.

In this chapter, dyslexia is considered within the context of life‐span development, particularly the challenges dyslexic people face. The chapter describes the interventions that can assist them develop their skills, as well as the fundamental principles underlying working with them. Interventions designed to assist dyslexic people should promote self‐understanding and provide them with the meta‐cognitive and practical skills they need to adapt. The professional activities involved in the former are: assessment; mentoring, coaching and counselling. The activities involved in the second group are: skill development; compensation; adjustments and accommodations. It is important to consider them in the context of life‐span developmental psychology, the factors research has shown to contribute to the success of dyslexic people, as well as the principles underlying education and training in the adult years.

This chapter outlines the process involved in the identification of dyslexia, from the initial interview, through screening to formal assessment. Each sub‐skill should be evaluated separately, particularly when the aim of an assessment is to diagnose reading difficulties and plan instruction. The concept of specificity' is essential to identification. Measurement of general ability is fundamental. There are essential cognitive abilities that should be measured, including phonological memory, rapid naming ability and sometimes executive functions. Providing feedback is the most important part of an assessment. The correct reporting of assessment findings is fundamental to the development of self‐understanding, as well as accessing resources. Written reports of assessments are only as good as the information they generate. Reports should begin with a summary. This can then be followed by recommendations for skill development, compensations and adjustments, particularly as this is all most employers are interested in.