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E-grāmata: Development of Dyslexia and other SpLDs [Taylor & Francis e-book]

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  • Formāts: 348 pages
  • Izdošanas datums: 26-Oct-2020
  • Izdevniecība: Routledge
  • ISBN-13: 9781315461090
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Development of Dyslexia and other SpLDsPalielināt
  • Formāts: 348 pages
  • Izdošanas datums: 26-Oct-2020
  • Izdevniecība: Routledge
  • ISBN-13: 9781315461090
Citas grāmatas par šo tēmu:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Rokasgrāmatas mājas lapa: https://www.taylorfrancis.com/books/9781315461090
Development of Dyslexia and Other SpLDs is the fourth book in the series Living Confidently with Specific Learning Difficulties (SpLDs). This book is about the persistence of dyslexia and specific learning difficulties (SpLD) into adulthood. It pulls together experiences of many dyslexic/SpLD people.

The book is written with non-linear readers in mind: those who need to move about a book picking up ideas that are currently relevant to them; a style that suits many dyslexic/SpLD readers.

The book gives a framework for understanding the wide-ranging experiences of dyslexic/SpLD adults. With the greater understanding, there should be better help for:

adults who still have no strategies for dealing with dyslexic/ SpLD problems

children who have some skills but not at the level of their overall intelligence

young children who show the first signs of difficulties

dyslexic/SpLD children in mainstream schools.

A new paradigm is proposed whereby all teaching programmes utilise each learners learning strengths - catering for dyslexic and SpLD adults and children involves vital teaching and learning approaches that are good practice for all.
Mind maps of the series ii
Where to start viii
Information and tip boxes ix
Summary of the chapters x
Map of this book
xi
Acknowledgements and illustrations xii
Useful Preface: This is worth reading
Mind map and contents
What to expect from this book
1(1)
Useful Preface summary
2(1)
Templates on the website
3(1)
Appendix 1
3(1)
1 Dipping-in to try out ideas
3(1)
2 Context, including Philosophy of this Series
4(4)
3 Major precaution
8(2)
4 Different ways to read
10(3)
4.1 Exercise: reading style
12(1)
4.2 Something goes wrong with reading
12(1)
5 What do you want to explore?
13(7)
5.1 Initial purpose for reading
14(2)
5.2 Reader groups
16(2)
5.3 Reading to find out about a theme
18(2)
6 This book: Development of Dyslexia and other SpLDs
20(3)
6.1 Aims, outcomes and benefits
21(2)
7 The series: Living Confidently with Specific Learning Difficulties (SpLDs)
23(13)
7.1 Readership/audience
23(1)
7.2 Summary of the series
23(10)
7.3 Aims and outcomes
33(1)
7.4 H Distinguishing between the different SpLDs
34(1)
7.5 The way forward
35(1)
References and website information
36(2)
Chapter 1 No Cure, Please Start Early
Mind map and contents
38(1)
List of key points and summaries
39(1)
Working with the chapter
40(1)
Templates on the website
40(1)
Appendix 1, 2 and 3
41(1)
1 Dipping-in to try out ideas
41(1)
2 Context
42(2)
3 Learned confusion
44(3)
4 Neurons firing together, wire together
47(1)
5 The oldest memory trace
48(3)
6 Some factors affecting recall
51(5)
6.1 Episodic memory
51(1)
6.2 Importance of the place of learning
52(1)
6.3 Moving around the classroom
53(1)
6.4 Knowing instructions when needed, but not straight after they've been given
54(1)
6.5 Varying speeds of recall
55(1)
7 Attention to learning
56(1)
8 Average language skills: A Disadvantage
57(3)
9 4 levels of compensation
60(1)
10 `Degrees of severity'
61(4)
11 Comparison: Dyslexia/SpLD vs. non-dyslexia/SpLD
65(2)
12 Stress
67(6)
13 Pitfalls
73(5)
14 Accommodation
78(1)
15 Avoiding dyslexia/SpLD
78(2)
References and website information
80(2)
Chapter 2 What Goes Wrong
Mind map and contents
82(1)
List of key points and summaries
83(1)
Working with the chapter
84(1)
Templates on the website
84(1)
Appendix 1, 2 and 3
85(1)
1 Dipping-in to try out ideas
86(1)
2 Context
86(5)
2.1 The perspective from which an SpLD is described
89(2)
3 Adults vs. children
91(2)
4 Disability or not
93(3)
4.1 Does dyslexia exist or not?
94(2)
5 Most recognised SpLDs in 2020
96(7)
5.1 Knowing which SpLD
98(1)
5.2 Manifest behaviour of SpLDs
98(2)
5.3 Variations in manifest behaviour
100(2)
5.4 Model for SpLD
102(1)
6 Dyslexia
103(10)
7 Dyspraxia
113(5)
8 Ad(H)D: attention deficit disorder, with or without hyperactivity
118(5)
9 Dyscalculia
123(5)
10 Other dys-syndromes
128(1)
11 Non-SpLD people
129(2)
12 The benefit of recognising the problems
131(2)
13 Key elements of the stories in this book
133(5)
References and website information
138(2)
Chapter 3 Adaptations for Children
Mind map and contents
140(1)
Vital for dyslexic/SpLDs, good practice for all
141(1)
List of key points and summaries
142(1)
Working with the chapter
142(1)
Templates on the website
142(1)
Appendix 1, 2 and 3
143(1)
1 Dipping-in to try out ideas
144(1)
2 Context
145(9)
2.1 Adaptations
147(4)
2.2 Good enough teaching
151(3)
3 Age range
154(2)
4 Teachers and parents
156(2)
5 Is there a problem or not?
158(3)
5.1 Gathering evidence in the early stages of dyslexia/SpLD
160(1)
5.1.1 Problems
160(1)
5.1.2 Achievements
161(1)
6 Teaching an individual pupil
161(15)
6.1 Important stages of learning
164(1)
6.2 Finding out how your pupil thinks well and what motivates him
165(3)
6.3 Build an initial profile and test it
168(4)
6.4 Knowledge and skills that have to be learnt
172(2)
6.5 Keep modifying the profile
174(1)
6.6 Good performance but no learning
174(2)
7 Whole school approach
176(2)
8 Dyslexic/SpLD friendly classroom teaching
178(13)
8.1 Check-list for whole class teaching
178(1)
8.2 Methods that can hinder or help dyslexic/SpLD learners
179(3)
8.3 Role play to explore comprehension and thinking preferences
182(2)
8.4 To explore thinking preferences through speech
184(1)
8.5 Language teaching
184(1)
8.5.1 The function of words
185(2)
8.5.2 Reading
187(1)
8.5.3 Spelling
188(1)
8.6 Accommodation
189(2)
References, further reading and website information
191(3)
Chapter 4 New Paradigm
Mind map and contents
194(2)
List of key points and summaries
196(1)
Working with the chapter
196(1)
Templates on the website
197(1)
Appendix 1, 2 and 3
197(1)
1 Dipping-in to try out ideas
198(1)
2 Context
199(2)
3 Justification for the philosophy of this series
201(5)
4 Methodology of the series: Living Confidently with Specific Learning Difficulties
206(2)
5 Comments on recent research
208(24)
5.1 Research questions and topic areas
210(1)
5.2 Research procedures
211(3)
5.3 Findings
214(3)
5.3.1 Aims of research
217(2)
5.3.2 Cognitive profiles
219(2)
5.3.3 Skills
221(2)
5.3.4 Confidence
223(1)
5.3.5 Overlap of SpLDs (co-occurrence, co-existing)
224(3)
5.3.6 Research models of SpLD
227(5)
6 New paradigm
232(13)
6.1 Minds being changed by experience: feedback systems
235(1)
6.2 Process of discovering how an individual thinks
236(1)
6.3 Focusing on what people can do
237(1)
6.4 Getting the new paradigm established
238(1)
6.5 Research programmes for the process of discovery
239(2)
6.6 Valuing participants as part of research and assessment
241(1)
6.7 Extending the models of Baddeley, and Morton and Frith
242(2)
6.8 Comment about general poor learning performance
244(1)
7 Changes with time
245(1)
References and website information
246(6)
Appendix 1 Resources
Contents
252(1)
Templates on the website
253(1)
1 General resources
253(1)
2 Collecting information together
254(2)
3 Prioritising
256(2)
4 Generating useful questions
258(3)
5 Surveying
261(1)
6 Recording as you scan
262(1)
7 Monitoring progress
263(1)
References and website information
264(2)
Appendix 2 Individual, Personal Profile of Dyslexia/SpLD and Regime for Managing Dyslexia/SpLD
Contents
266(1)
Templates on the website
267(1)
1 Living confidently
268(2)
1.1 Individual, personal profile of dyslexia/SpLD
268(1)
1.2 Regime for managing dyslexia/SpLD
268(1)
1.3 Testing and developing your profile and regime
269(1)
1.4 Mental energy to manage dyslexia/SpLD
269(1)
2 Building up insights
270(3)
3 The tool box for living confidently
273(3)
4 Updating the tool box
276(2)
5 Negotiating accommodation
278(3)
References and website information
281(1)
Appendix 3 Key Concepts Contents
282(18)
Templates on the website
284(1)
Context
284(1)
1 Thinking clearly (pausing)
285(2)
1.1 Breathing
285(1)
1.2 Relaxation
286(1)
2 Using the mind well
287(3)
2.1 Mind set
287(1)
2.2 Chunking
287(1)
2.3 Recall and check
288(1)
2.4 Memory consolidation
288(1)
2.5 Concentration
288(1)
2.6 Metacognition
288(1)
2.7 Objective observation
288(1)
2.8 Reflection
289(1)
2.9 Prioritising
289(1)
2.10 A model of learning
289(1)
3 Thinking preferences
290(3)
3.1 The senses: visual, verbal and kinaesthetic
290(1)
3.2 Rationale or framework
291(1)
3.3 Holistic vs. linear
291(1)
3.4 Motivation
291(1)
3.4.1 Myers-Briggs Personality Type
292(1)
3.4.2 Multiple Intelligences
292(1)
3.5 Other
293(1)
4 Useful approaches
293(3)
4.1 Materials and methods
293(1)
4.2 Model for developing organisation
294(1)
4.3 Comprehension
294(1)
4.4 Key words
294(1)
4.5 Know your goal
295(1)
4.6 Planning
295(1)
5 Aspects of dyslexia/SpLD
296(2)
5.1 Learned confusion
296(1)
5.2 Oldest memory trace
296(1)
5.3 Attention to learning
296(1)
5.4 Average level of language skills a disadvantage
296(1)
5.5 4 levels of compensation
296(1)
5.6 Pitfalls
297(1)
5.7 Accommodation
297(1)
5.8 Degrees of severity
298(1)
5.9 Stress
298(1)
5.10 Benefits of recognising the problems
298(1)
References and website information
298(2)
Glossary
Contents
300(1)
1 Table: Symbols
300(1)
2 Table: Specific Learning Difficulties (SpLDs) descriptions
301(1)
3 Table: Acronyms
302(1)
4 Table: Words and phrases, alphabetical list
303(5)
References and website information
308(2)
List of Templates on the Website: List of templates 310(4)
Index: Useful groups of entries 314(1)
Alphabetic entries 315
Ginny Stacey did not realise she was dyslexic until her mid-20s. The challenge of learning to play classical guitar helped her to understand how her dyslexic mind works. Committed to helping other dyslexics achieve their potential, she developed a range of highly effective techniques for supporting dyslexic students in studying all subjects and coping with life in general. The techniques are widely used in universities and colleges. She has become a nationally-recognised expert in the field.

Sally Fowler stepped into the dyslexic world in her late 40s. It was a revelation to see the impacts of her dyslexia clearly. She became an approved teacher for the British Dyslexia Association with an M.A. in special education. She taught dyslexics, both children in schools and students at university. In Oxford, she met Ginny Stacey: the collaboration of two dyslexic minds has brought a wealth of experience to the Living Confidently with Specific Learning Difficulties series.
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