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Children who have difficulty acquiring basic skills need additional
help and encouragement. In "Helping Children with Reading and
Spelling, " Rea Reason and Rene Boote have written a highly
practical manual which provides detailed frameworks for assessment
and teaching which will be widely used by class teachers,
particularly those working with children who have specific literacy
difficulties. The book does not adopt any one theoretical stance,
but provides a comprehensive and workable collection of ideas,
including photocopiable pages which can be used as teaching and
assessment resources and case studies to illustrate the methods
suggested. The emphasis of the book is on reading for meaning and
enjoyment, together with the systematic practice of word and letter
recognition skills.
Work with dyslexics is increasingly seen as a multidisciplinary
concern, covering educational, psychological and medical questions.
This reference book reflects this emphasis on collaboration. It
contains information on the policies and practices of Local
Education Authorities and Examination Boards and looks at the views
of statutory bodies, voluntary organizations and parents. Drawing
on the work of 11 experienced educational psychologists, it
presents and evaluates a wide variety of approaches to prevention,
identification and intervention and makes practical recommendations
for future progress.
Helping Children with Reading and Spelling contains a basic kit of
suggestions to help children who struggle with learning to read and
spell. The materials build on the content of an earlier manual,
Learning Difficulties in Reading and Writing, which has been widely
and successfully used by teachers. The detailed teaching sequences,
combining the enjoyment of content with the more systematic
practice of subskills, which were particularly appreciated in the
earlier volume, have been further developed here. The book is
consistent with: * English National Curriculum Programmes of Study,
and * the Code of Practice on the Identification and Assessment of
Special Educational Needs. Teachers using the manual will be
following the school-based stages of intervention recommended by
the Code and will be providing, when necessary, an invaluable basis
for further action. Its practical A4 format, photocopiable
materials and case examples make this an invaluable handbook for
day to day use in the classroom.
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