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Dyslexia is a disability that exists in all countries that have high expectations for literacy. The inability to read in spite of normal intellectual potential represents one of the most puzzling educational challenges for literate societies, regardless of the culture or language. This book examines medical, psychological, educational, and sociological data from comprehensive case studies of preteen dyslexic children, in order to profile the disability as it occurs in seventeen different nations. Interviews with the children and their parents reveal how children with dyslexia are identified and treated around the world, and provide a look at various perceptions of dyslexia and its challenges. Researchers and practitioners in education, psychology, and health-related professions will find this case book to be an excellent reference. Parents of children with dyslexia will find the advocacy recommendations helpful.

\"Now in a fully updated third edition, this book will equip all teachers with the necessary knowledge of dyslexia in order for it to be effectively understood and managed in the mainstream classroom. Offering comprehensive guidance and support strategies, this resource is based around Reid's signposts for successful inclusion: acknowledging differences; recognising strengths; understanding what is meant by inclusion; planning for practice and ensuring attainable task outcomes. In identifying the key issues of inclusive practice, the book supports teachers as they strive to fulfil the social, educational and emotional needs of children with dyslexia. Key features of the new edition include: Up to date references to current research and legislation New sections on evidence-based teaching strategies, developing independent learning and communication with parents Detailed information on wider reading and additional resources, including websites, apps and software available to support learners with dyslexia With practical strategies and resources designed to meet the needs of the busy classroom teacher, this book is crucial reading for educators and education students looking to help students with dyslexia reach their full potential\"-- Provided by publisher.

A host of practical hands-on activities and strategies to help clarify the practice of dyslexia assessment. Applicable to all sectors, from early years to higher education, this new title contains details of formal and informal assessment, and includes practical and useful discussion on how the dyslexia assessment can interface the different subject areas of the curriculum.

With case study examples that cover early years and primary, this book takes a child-centred approach by putting the focus on emotional well-being, offering individual strategies for raising literacy standards among children with dyslexia.

The book is filled with the most current research available on dyslexia, and contains a wealth of practical strategies, supports, and interventions.

This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic languages. The book brings together contributions from a group of leading literacy researchers from around the world. It begins by examining the development of language skills in monolingual speakers of alphabetic and non-alphabetic languages; it then explores literacy acquisition in bilingual children learning to read in languages with different spelling-sound rules, including English, French, Greek, Welsh and Japanese. The second section is devoted to developmental dyslexia in monolingual and bilingual speakers of different languages and examines the impact of variations in orthography on the symptoms and aetiology of dyslexia. The final section explores the contribution of brain imaging to the study of impaired and unimpaired reading, giving an up-to-the-minute picture of how the brain deals with different languages and writing systems. This is ideal reading for advanced undergraduates and postgraduates who have an interest in language acquisition, reading and spelling, as well as speech and language therapists, teachers and special educational needs professionals. Nicola Brunswick is Senior Lecturer in Psychology at Middlesex University. Her research explores cognitive and psychophysiological aspects of reading development and developmental dyslexia in children and adults. She is a trustee of the British Dyslexia Association. Siné McDougall is Professor of Psychology at Bournemouth University. Her research examines the phonological and memory skills that children need to learn to read successfully and how difficulties with reading acquisition might be overcome through appropriate intervention. Her work has also examined the factors influencing the way we interpret the icons, symbols and signs that we encounter in our everyday lives. Paul de Mornay Davies is Senior Lecturer in Psychology at Middlesex University. His research is focused on acquired disorders of language following brain damage, and in particular how the surface structure of the language spoken impacts on the ability to access meaning from sound and print. \"This book contains much of interest to the student of reading, and brings together considerable expertise on cross-linguistic differences in a single volume. I would recommend this book to anyone interested in obtaining a better understanding of how orthographies differ across languages and the implications for learning to read.\" – Colin J. Davis, Reader in Cognitive Psychology, Royal Holloway, University of London, UK \"Much of the research on learning to read and spell has examined a single language: English. This collection brings together research on a range of languages, looking at typical children and adults and also at people with reading problems. Together, the chapters contribute to a better understanding of reading and its development.\" - Rebecca Treiman, Professor of Child Developmental Psychology, Washington University in St. Louis, USA \"The editors have done a good job in bringing together chapters from well-known authors into a lively and accessible volume. This book is a timely and useful addition to the bookshelves of people within the community of reading research and dyslexia whilst also appealing to a more generalist professional audience.\" – Alan Beaton, Department of Psychology, University of Swansea UK 　 U. Frith, Foreword Section 1. The Development of Reading Skills in Different Orthographies. S. McDougall, N. Brunswick, P. de Mornay Davies, Reading and Dyslexia in Different Orthographies: An Introduction and Overview U. Goswami, A Psycholinguistic Grain Size View of Reading Acquisition Across Languages. L.G. Duncan, Phonological Development from a Cross-Linguistic Perspective. M. Ktori, N. Pitchford, Letter Positioning Encoding Across Deep and Transparent Orthographies J.R. Hanley, Differences in Reading Ability Between Children Attending Welsh and English-Speaking Primary Schools in Wales T.Nunes, D. Burman, D. Evans, D. Bell, Writing a Language you Can't Hear Section 2. Developmental Dyslexia in Different Orthographies. N. Brunswick, Unimpaired Reading Development and Dyslexia Across Different Languages. R. Davies, F. Cuetos, Reading Acquisition and Dyslexia in Spanish. D. Paizi, P. Zoccolotti, C. Burani, Lexical Reading in Italian Developmental Dyslexic Readers. I. Su, K. Klingebiel, B. Weekes, Dyslexia in Chinese: Implications for Connectionist Models of Reading. J.Everett, D. Ocampo, K. Veii, S. Nenopoulou, I. Smythe, H. al Mannai, G. Elbeheri, Dyslexia in Biscriptal Readers Section 3. Neuroimaging Studies of Reading in Different Orthographies. E. Paulesu, N. Brunswick, F. Paganelle, Cross-Cultural Differences in Normal and Dyslexic Reading: Behavioural and Functional Anatomical Observations in Readers of Regular and Irregular Orthographies. B. Weekes , Lexical Retrieval in Alphabetic and Non-Alphabetic Scripts: Evidence From Brain Imaging

\"Dyslexia: A Complete Guide for Parents, 2/e is written expressly for parents, and provides the unique insights of a noted educational psychologist on the supportive role parents can play in supporting their dyslexic child. This new edition contains additional sections and up-to-date discussions of current research and programmes.. This new edition contains up-to-date discussions of current research and programmes. The book aims to empower parents by providing them with strategies for dealing with a wide range of concerns. New sections on post-school issues, the emotional needs of young people with dyslexia and sections on how parents can help at home. The information can be applied to all countries and school systems\"--Provided by publisher.

Every child should have access to an education that works. The Quest for a Meaningful Special Education follows the educational journeys of nine students with a language-based learning disability (Lbld) who were removed from a debilitating learning situation and enrolled in a school designed to address their particular learning needs. Through following their journeys, the book explores the role of cultures within and outside the school and examines some of the ways that the construction of special education has affected student learning