Intended primarily for those people who are responsible for
providing support for dyslexic students, but also for research
workers in this field. Jean Robertson's book begins with an
overview of neuropsychological theory and brain function to help
shed light on what is observed by teachers in their day--today
interaction with students. The varied demands of the reading
process are discussed, and an overview is given of how
neuropsychological theory can contribute to the development of
specific intervention techniques. The book then deals with both
theoretical and practical considerations of dyslexia and reading.
It discusses a developmental model of reading and the role the
cerebral hemispheres play in the reading process, the visual and
auditory aspects of reading and the development of intervention
programmes. Subtypes of dyslexia are considered and examples given
of how pupils are assessed and allocated to groups. Two different
intervention methods are then discussed with case studies
illustrating them, and this section is followed by a discussion of
experimental work from the two studies. The book concludes with a
chapter on neuropsychological intervention, particularly in the
school setting.
General
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