Dyslexia and Literacy
-15%
portes grátis
Dyslexia and Literacy
Theory and Practice
Reid, Gavin; Wearmouth, Janice
John Wiley & Sons Inc
08/2002
368
Mole
Inglês
9780471486343
15 a 20 dias
636
Descrição não disponível.
About the Editors vii
About the Contributors ix
Introduction 1
Part I Theory
Chapter 1 Dyslexia and Literacy: Key Issues for Research 11
Angela J. Fawcett
Chapter 2 The Neurobiology of Dyslexia 29
Deborah F. Knight and George W. Hynd
Chapter 3 Resolving the Paradoxes of Dyslexia 45
Uta Frith
Chapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69
Janet Hatcher and Margaret J. Snowling
Chapter 5 Visual Processes 85
John Everatt
Chapter 6 The Balance Model of Reading and Dyslexia 99
Jean Robertson and Dirk J. Bakker
Chapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115
Chris Singleton
Chapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131
Gerry Shiel
Part II Practice
Chapter 9 Issues for Assessment and Planning of Teaching and Learning 151
Janice Wearmouth and Gavin Reid
Chapter 10 Reading Processes, Acquisition, and Instructional Implications 167
Linnea C. Ehri
Chapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187
Rea Reason
Chapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201
Tony Cline
Chapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213
Janice Wearmouth
Chapter 14 Dealing with Diversity in the Primary Classroom-a Challenge for the Class Teacher 229
Margaret Crombie
Chapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241
Lindsay Peer and Gavin Reid
Chapter 16 Individual Education Plans and Dyslexia: Some Principles 251
Janet Tod
Chapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271
Bob Burden
Chapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285
Keith Topping
Chapter 19 Metacognition and Literacy 301
David Wray
Chapter 20 Critical Literacy and Access to the Lexicon 315
George Hunt
Chapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327
Fidelma Healy Eames
Subject Index 343
About the Contributors ix
Introduction 1
Part I Theory
Chapter 1 Dyslexia and Literacy: Key Issues for Research 11
Angela J. Fawcett
Chapter 2 The Neurobiology of Dyslexia 29
Deborah F. Knight and George W. Hynd
Chapter 3 Resolving the Paradoxes of Dyslexia 45
Uta Frith
Chapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69
Janet Hatcher and Margaret J. Snowling
Chapter 5 Visual Processes 85
John Everatt
Chapter 6 The Balance Model of Reading and Dyslexia 99
Jean Robertson and Dirk J. Bakker
Chapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115
Chris Singleton
Chapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131
Gerry Shiel
Part II Practice
Chapter 9 Issues for Assessment and Planning of Teaching and Learning 151
Janice Wearmouth and Gavin Reid
Chapter 10 Reading Processes, Acquisition, and Instructional Implications 167
Linnea C. Ehri
Chapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187
Rea Reason
Chapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201
Tony Cline
Chapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213
Janice Wearmouth
Chapter 14 Dealing with Diversity in the Primary Classroom-a Challenge for the Class Teacher 229
Margaret Crombie
Chapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241
Lindsay Peer and Gavin Reid
Chapter 16 Individual Education Plans and Dyslexia: Some Principles 251
Janet Tod
Chapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271
Bob Burden
Chapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285
Keith Topping
Chapter 19 Metacognition and Literacy 301
David Wray
Chapter 20 Critical Literacy and Access to the Lexicon 315
George Hunt
Chapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327
Fidelma Healy Eames
Subject Index 343
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practices; examples; literacy; good; many; ways; reader; practice; introduction; theoretical; book; notions; current; concepts; implications; dyslexic; immense; children; psychologists; frameworks; role; professionals
About the Editors vii
About the Contributors ix
Introduction 1
Part I Theory
Chapter 1 Dyslexia and Literacy: Key Issues for Research 11
Angela J. Fawcett
Chapter 2 The Neurobiology of Dyslexia 29
Deborah F. Knight and George W. Hynd
Chapter 3 Resolving the Paradoxes of Dyslexia 45
Uta Frith
Chapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69
Janet Hatcher and Margaret J. Snowling
Chapter 5 Visual Processes 85
John Everatt
Chapter 6 The Balance Model of Reading and Dyslexia 99
Jean Robertson and Dirk J. Bakker
Chapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115
Chris Singleton
Chapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131
Gerry Shiel
Part II Practice
Chapter 9 Issues for Assessment and Planning of Teaching and Learning 151
Janice Wearmouth and Gavin Reid
Chapter 10 Reading Processes, Acquisition, and Instructional Implications 167
Linnea C. Ehri
Chapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187
Rea Reason
Chapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201
Tony Cline
Chapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213
Janice Wearmouth
Chapter 14 Dealing with Diversity in the Primary Classroom-a Challenge for the Class Teacher 229
Margaret Crombie
Chapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241
Lindsay Peer and Gavin Reid
Chapter 16 Individual Education Plans and Dyslexia: Some Principles 251
Janet Tod
Chapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271
Bob Burden
Chapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285
Keith Topping
Chapter 19 Metacognition and Literacy 301
David Wray
Chapter 20 Critical Literacy and Access to the Lexicon 315
George Hunt
Chapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327
Fidelma Healy Eames
Subject Index 343
About the Contributors ix
Introduction 1
Part I Theory
Chapter 1 Dyslexia and Literacy: Key Issues for Research 11
Angela J. Fawcett
Chapter 2 The Neurobiology of Dyslexia 29
Deborah F. Knight and George W. Hynd
Chapter 3 Resolving the Paradoxes of Dyslexia 45
Uta Frith
Chapter 4 The Phonological Representations Hypothesis of Dyslexia: From Theory to Practice 69
Janet Hatcher and Margaret J. Snowling
Chapter 5 Visual Processes 85
John Everatt
Chapter 6 The Balance Model of Reading and Dyslexia 99
Jean Robertson and Dirk J. Bakker
Chapter 7 Dyslexia: Cognitive Factors and Implications for Literacy 115
Chris Singleton
Chapter 8 Literacy Standards and Factors Affecting Literacy: What National and International Assessments tell Us 131
Gerry Shiel
Part II Practice
Chapter 9 Issues for Assessment and Planning of Teaching and Learning 151
Janice Wearmouth and Gavin Reid
Chapter 10 Reading Processes, Acquisition, and Instructional Implications 167
Linnea C. Ehri
Chapter 11 From Assessment to Intervention: The Educational Psychology Perspective 187
Rea Reason
Chapter 12 Issues in the Assessment of Children Learning English as an Additional Language 201
Tony Cline
Chapter 13 The Role of the Learning Support Co-ordinator: Addressing the Challenges 213
Janice Wearmouth
Chapter 14 Dealing with Diversity in the Primary Classroom-a Challenge for the Class Teacher 229
Margaret Crombie
Chapter 15 Dyslexia and Literacy: Challenges in the Secondary School 241
Lindsay Peer and Gavin Reid
Chapter 16 Individual Education Plans and Dyslexia: Some Principles 251
Janet Tod
Chapter 17 A Cognitive Approach to Dyslexia: Learning Styles and Thinking Skills 271
Bob Burden
Chapter 18 Paired Thinking: Developing Thinking Skills Through Structured Interaction with Peers, Parents and Volunteers 285
Keith Topping
Chapter 19 Metacognition and Literacy 301
David Wray
Chapter 20 Critical Literacy and Access to the Lexicon 315
George Hunt
Chapter 21 Changing Definitions and Concepts of Literacy: Implications for Pedagogy and Research 327
Fidelma Healy Eames
Subject Index 343
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
