This book reinforces the need for understanding and support for children with dyslexia from parents and teachers, but also the importance of the children's own understanding of their strengths and weaknesses in order to fulfil their potential. It should be recommended reading for all those involved in dyslexia. - Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University What is it like living with dyslexia on a day-to-day basis? Based on interviews with dyslexic children and their families, this insightful book presents first-hand accounts of how dyslexia affects the children themselves and the people around them. Living with Dyslexia, Second Edition places the original fascinating findings within the context of current research and practice in the UK, Europe, Australia and the USA. The author: examines issues of confidence and self-esteem; explores the coping strategies adopted by children and adults with dyslexia; investigates the concept of dyslexia-friendly schools; studies how children were first identified as having dyslexia, and the social and emotional difficulties they encountered; offers guidance on how teachers and parents can best support children with specific learning difficulties; considers the cognitive, educational, social and emotional perspectives in order for teachers and parents to gain a better understanding of dyslexia. This new edition provides an updated account of cognitive research and examines important changes in relation to Special Educational Needs policy and practice in the last ten years, including the Revised SEN Code of Practice (2001), Removing Barriers to Achievement (2004) and the National Literacy Strategy (2006). Living with Dyslexia recognises that the voices of children with dyslexia are increasingly important in developing good educational practice and makes an important contribution to the literature on dyslexia.

This book reinforces the need for understanding and support for children
with dyslexia from parents and teachers, but also the importance of the
children's own understanding of their strengths and weaknesses in order
to fulfil their potential. It should be recommended reading for all
those involved in dyslexia. - Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University

What is it like living with dyslexia on a day-to-day basis?

Based on interviews with dyslexic children and their families, this insightful book presents first-hand accounts of how dyslexia affects the children themselves and the people around them.

Living with Dyslexia, Second Edition places the original fascinating findings within the context of current research and practice in the UK, Europe, Australia and the USA. The author:

• examines issues of confidence and self-esteem;
• explores the coping strategies adopted by children and adults with dyslexia;
• investigates the concept of dyslexia-friendly schools;
• studies how children were first identified as having dyslexia, and the social and emotional difficulties they encountered;
• offers guidance on how teachers and parents can best support children with specific learning difficulties;
• considers the cognitive, educational, social and emotional perspectives in order for teachers and parents to gain a better understanding of dyslexia.

This new edition provides an updated account of cognitive research and examines important changes in relation to Special Educational Needs policy and practice in the last ten years, including the Revised SEN Code of Practice (2001), Removing Barriers to Achievement (2004) and the National Literacy Strategy (2006).

Living with Dyslexia recognises that the voices of children with dyslexia are increasingly important in developing good educational practice and makes an important contribution to the literature on dyslexia.

This text links general skills difficulties to dyslexia. It examines the research which has found that dyslexic children have problems not just with their reading but in a range of skills including several (such as balance) unrelated to reading.

This text links general skills difficulties to dyslexia. It examines the research which has found that dyslexic children have problems not just with their reading but in a range of skills including several (such as balance) unrelated to reading.

The SAGE Handbook of Dyslexia is a comprehensive overview of a complex field. It is a rich, critical assessment of past and present theory and current research, which also looks to the future. The editors have brought together key figures from the international academic world - both researchers and practitioners - to examine the relationships between theoretical paradigms, research and practice, and to map new areas of research. The book has 5 main sections: - neurological/genetic perspectives - cognitive and learning perspectives - educational influences - beyond school - international perspectives.

Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a "middle-class myth," dyslexia is now the subject of a complex--and confusing--body of theoretical and empirical research. In Dyslexia, Learning, and the Brain, leading dyslexia researchers Roderick Nicolson and Angela Fawcett provide a uniquely broad and coherent analysis of dyslexia theory. Unlike most dyslexia research, which addresses the question "what is the cause of the reading disability called dyslexia?" the authors' work has addressed the deeper question of "what is the cause of the learning disability that manifests as reading problems?" This perspective allows them to place dyslexia research within the much broader disciplines of cognitive psychology and cognitive neuroscience and has led to a rich framework, including two established leading theories, the automatization deficit account (1990) and the cerebellar deficit hypothesis (2001). Nicolson and Fawcett show that extensive evidence has accumulated to support these two theories and that they may be seen as subsuming the established phonological deficit account and sensory processing accounts. Moving to the explanatory level of neural systems, they argue that all these disorders reflect problems in some component of the procedural learning system, a multiregion system including major components of cortical and subcortical regions. The authors' answer to the fundamental question "what is dyslexia?" offers a challenge and motivation for research throughout the learning disabilities, laying the foundations for future progress.

Roderick I. Nicolson is Professor of Psychology and Dean of the Faculty of Pure Science at the University of Sheffield. Angela Fawcett was Reader in Dyslexia at the University of Sheffield and is now Professor of Child Research and Director of the Centre for Child Research at Swansea University.