At a time when dyslexia is being redefined, this book proposes a
socially interactive model within the wider framework of specific
learning difficulties. The model proposed is flanked by reflective
contributions from internationally respected researchers, writers
and teachers and each chapter carries messages for educators in all
sectors of education. Teachers are challenged to re--examine
central issues affecting learning in and beyond compulsory
schooling: methods of teaching and provision of learning support;
and the integration of meta--affectivity with metacognition.
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