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In long-ago 1999, the Dyslexia Institute and Plenum Press conceived
a plan for two books which would gather the best of current
knowledge and practice in dyslexia studies. This would benefit
those-but not only those-many individuals who train with us,
acquiring a postgraduate certificate and diploma with our higher
education partner, the University of York. Since then, the century
changed, the hinge of history creaked and Plenum was taken over by
Kluwer Academic Publishers, but the first of the pair, Dyslexia in
Practice, emerged quickly and on schedule (Townend and Turner,
2000). Written by staff and close associates of the Institute, its
chapters were produced under close scrutiny and with the expedition
of a command economy. To our delight, the book has seen a success
which went beyond the dreams of its editors: it has been adopted by
other courses similar to our own and is widely referred to. The
same was never likely to be true of The Study of Dyslexia, which
was envisaged as a theoretical companion volume written by authors
and researchers of international repute. Nearly five years after
the idea first took shape, this second volume now arrives to
complete the enterprise, but it has been a very different project.
In long-ago 1999, the Dyslexia Institute and Plenum Press conceived
a plan for two books which would gather the best of current
knowledge and practice in dyslexia studies. This would benefit
those-but not only those-many individuals who train with us,
acquiring a postgraduate certificate and diploma with our higher
education partner, the University of York. Since then, the century
changed, the hinge of history creaked and Plenum was taken over by
Kluwer Academic Publishers, but the first of the pair, Dyslexia in
Practice, emerged quickly and on schedule (Townend and Turner,
2000). Written by staff and close associates of the Institute, its
chapters were produced under close scrutiny and with the expedition
of a command economy. To our delight, the book has seen a success
which went beyond the dreams of its editors: it has been adopted by
other courses similar to our own and is widely referred to. The
same was never likely to be true of The Study of Dyslexia, which
was envisaged as a theoretical companion volume written by authors
and researchers of international repute. Nearly five years after
the idea first took shape, this second volume now arrives to
complete the enterprise, but it has been a very different project.
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