This ground-breaking book argues that spelling and writing need to
be given more consideration in teaching and remedial settings
especially if dyslexic pupils are to be helped back up to grade
level, and other pupils are to make more effective, quicker
progress. Helping teachers and student-teachers to understand the
valuable contribution spelling and handwriting makes to literacy
development in primary and secondary schools, this book shows them
how to overcome existing barriers to learning. Chapters cover key
topics such as: the nature of spelling and the impact of the
National Literacy Strategy; the strengths and weaknesses of
existing schemes for handwriting; the definitions of dyslexia and
how common spelling errors by dyslexics are made; making effective
links between strategic assessment and strategic interventions in
schools; problem-based learning, underpinned by plenty of
case-studies and real life classroom examples. Written by a
well-known author in the field of literacy and dyslexia, this is a
core text that will interest teachers, teacher educators, and
undergraduate and postgraduate students in education and inclusion.
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