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This comprehensive book provides all the information that
practitioners need to know about assessment in relation to their
pupils with Specific Learning Difficulties. The why, how and what
of assessment is addressed, whilst the link between assessment and
intervention is also a key focus. Looking at the full range of
Specific Learning Difficulties, this book provides practical
guidance on implementing strategies that are tried and tested for
use in any classroom, whilst also acknowledging that assessment is
a process involving other professionals and parents. Addressing
issues and topics common in inclusive classrooms around the world,
key topics covered include: Specific Learning Difficulties in
context Teacher Assessment in literacy, numeracy and movement Motor
development and co-ordination Attention factors in learning The key
issues on learning differences Self-esteem and emotional literacy
How to enhance skills and the self-sufficiency of teachers
Assessing Children with Specific Learning Difficulties will be an
invaluable guide for classroom teachers, learning support
departments, psychologists and other professionals.
The Routledge Companion to Dyslexia is a ground-breaking analysis
of the whole field of dyslexia by a distinguished team of
international contributors and editors, engaged in literacy,
inclusion and learning. Their diverse perspectives and wide
expertise make this invaluable guide one of the most important
additions to the field of dyslexia for over a decade. Dyslexia is
without doubt the most high profile and contentious learning
difficulty, and it is a topic that has attracted a vast amount of
research, opinion, professional schisms, and debate. The Companion
provides an invaluable overview of the field of dyslexia with vital
and clear emphasis on linking theoretical perspectives with best
practice. This accessible text: presents a survey of current and
future development in research, with a focus on how research can
inform practice focuses on areas such as neurobiology, phonological
processing, literacy acquisition, numeracy and multilingualism
considers assessment and identification, with contributions on
early identification, reading, spelling and mathematics addresses
identifying and meeting needs in an inclusive context discusses
inclusion and barriers to learning in a variety of different
national contexts includes models of instruction, direct
instruction, co-operative learning and cross-curricular learning.
The Routledge Companion to Dyslexia is a superb resource for anyone
interested in the subject, whether in education or related subjects
such as psychology or neurology. Fully indexed and
cross-referenced, with helpful further reading sections at the end
of each entry, it is ideal for those coming to the field of
dyslexia for the first time as well as students and practitioners
already familiar with the subject.
The Routledge Companion to Dyslexia is a ground-breaking analysis
of the whole field of dyslexia by a distinguished team of
international contributors and editors, engaged in literacy,
inclusion and learning. Their diverse perspectives and wide
expertise make this invaluable guide one of the most important
additions to the field of dyslexia for over a decade. Dyslexia is
without doubt the most high profile and contentious learning
difficulty, and it is a topic that has attracted a vast amount of
research, opinion, professional schisms, and debate. The Companion
provides an invaluable overview of the field of dyslexia with vital
and clear emphasis on linking theoretical perspectives with best
practice. This accessible text: presents a survey of current and
future development in research, with a focus on how research can
inform practice focuses on areas such as neurobiology, phonological
processing, literacy acquisition, numeracy and multilingualism
considers assessment and identification, with contributions on
early identification, reading, spelling and mathematics addresses
identifying and meeting needs in an inclusive context discusses
inclusion and barriers to learning in a variety of different
national contexts includes models of instruction, direct
instruction, co-operative learning and cross-curricular learning.
The Routledge Companion to Dyslexia is a superb resource for anyone
interested in the subject, whether in education or related subjects
such as psychology or neurology. Fully indexed and
cross-referenced, with helpful further reading sections at the end
of each entry, it is ideal for those coming to the field of
dyslexia for the first time as well as students and practitioners
already familiar with the subject.
Motivating Children with Specific Learning Difficulties provides a
comprehensive and definitive guide to what teachers need to know
about motivation in pupils with Specific Learning Difficulties,
including dyslexia, dyspraxia and ADHD. Written by three of the
world leaders in research on motivation and classroom learning,
this book seeks to provide teachers with an increased understanding
of why particular strategies should be used with their pupils. It
recognises the challenge of motivating children with learning
difficulties and looks to help teachers enhance their skills and
self-sufficiency. The authors address what motivation is, how to
encourage it and the links between motivation and learning. They
consider a range of Specific Learning Difficulties in relation to
literacy, numeracy, motor development and co-ordination and
attention factors in learning. Key issues on learning differences
are presented in order to identify and address pupils' specific
needs, and the role parents and educators can play in motivation is
also examined. The information and reflections offered in this book
will be of interest to teachers across the globe, as well as
postgraduate students working towards a qualification in Specific
Learning Difficulties.
Dyslexia: Theories, Assessment and Support offers a broad
perspective on dyslexia, providing a range of views from theory to
practice which help explain the continued controversy surrounding
the condition. Offering a framework on which to understand the
concept of dyslexia, the book considers procedures that can both
identify the condition and help support those with it. With a focus
on self-concept, the authors highlight ways to positively influence
both literacy acquisition and individual well-being. This book is
ideal reading for those taking courses on dyslexia or literacy
learning difficulties within education, psychology and related
disciplines. It will be of great interest to specialist teachers,
special education staff, educational psychologists and those in
related occupations.
Dyslexia: Theories, Assessment and Support offers a broad
perspective on dyslexia, providing a range of views from theory to
practice which help explain the continued controversy surrounding
the condition. Offering a framework on which to understand the
concept of dyslexia, the book considers procedures that can both
identify the condition and help support those with it. With a focus
on self-concept, the authors highlight ways to positively influence
both literacy acquisition and individual well-being. This book is
ideal reading for those taking courses on dyslexia or literacy
learning difficulties within education, psychology and related
disciplines. It will be of great interest to specialist teachers,
special education staff, educational psychologists and those in
related occupations.
Motivating Children with Specific Learning Difficulties provides a
comprehensive and definitive guide to what teachers need to know
about motivation in pupils with Specific Learning Difficulties,
including dyslexia, dyspraxia and ADHD. Written by three of the
world leaders in research on motivation and classroom learning,
this book seeks to provide teachers with an increased understanding
of why particular strategies should be used with their pupils. It
recognises the challenge of motivating children with learning
difficulties and looks to help teachers enhance their skills and
self-sufficiency. The authors address what motivation is, how to
encourage it and the links between motivation and learning. They
consider a range of Specific Learning Difficulties in relation to
literacy, numeracy, motor development and co-ordination and
attention factors in learning. Key issues on learning differences
are presented in order to identify and address pupils' specific
needs, and the role parents and educators can play in motivation is
also examined. The information and reflections offered in this book
will be of interest to teachers across the globe, as well as
postgraduate students working towards a qualification in Specific
Learning Difficulties.
This comprehensive book provides all the information that
practitioners need to know about assessment in relation to their
pupils with Specific Learning Difficulties. The why, how and what
of assessment is addressed, whilst the link between assessment and
intervention is also a key focus. Looking at the full range of
Specific Learning Difficulties, this book provides practical
guidance on implementing strategies that are tried and tested for
use in any classroom, whilst also acknowledging that assessment is
a process involving other professionals and parents. Addressing
issues and topics common in inclusive classrooms around the world,
key topics covered include: Specific Learning Difficulties in
context Teacher Assessment in literacy, numeracy and movement Motor
development and co-ordination Attention factors in learning The key
issues on learning differences Self-esteem and emotional literacy
How to enhance skills and the self-sufficiency of teachers
Assessing Children with Specific Learning Difficulties will be an
invaluable guide for classroom teachers, learning support
departments, psychologists and other professionals.
There is a need to demonstrate the potential that dyslexic adults
have to achieve success despite the difficulties often associated
with dyslexia. A focus on adults with dyslexia is pertinent given
that individual life experiences have the potential to make
dyslexia in adulthood more variable in manifestation than in
childhood. This book offers a comprehensive discussion of the
relationship between dyslexia and success based on current
understanding derived from theory and practice, including the
challenges of dyslexia in work-related contexts and a range of
potential solutions. It presents a framework to conceptualise adult
dyslexia and these individual difficulties and provides a basis for
success. Personal stories of adult dyslexics who have faced
work-related challenges are included alongside a set of
strategy-based solutions for dealing with and responding to such
challenges. This is an essential resource for dyslexic adults
themselves, plus coaches, HR departments, and managers in
organisations and training institutions.
There is a need to demonstrate the potential that dyslexic adults
have to achieve success despite the difficulties often associated
with dyslexia. A focus on adults with dyslexia is pertinent given
that individual life experiences have the potential to make
dyslexia in adulthood more variable in manifestation than in
childhood. This book offers a comprehensive discussion of the
relationship between dyslexia and success based on current
understanding derived from theory and practice, including the
challenges of dyslexia in work-related contexts and a range of
potential solutions. It presents a framework to conceptualise adult
dyslexia and these individual difficulties and provides a basis for
success. Personal stories of adult dyslexics who have faced
work-related challenges are included alongside a set of
strategy-based solutions for dealing with and responding to such
challenges. This is an essential resource for dyslexic adults
themselves, plus coaches, HR departments, and managers in
organisations and training institutions.
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