A comprehensive introduction suitable for all professionals who need to know about dyslexia in children. The book starts with 5 chapters covering the various theoretical perspectives and then moves on to identification and assessment issues.

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

There are many examples of good practices in literacy which have not fully impacted upon the ways in which we teach children with dyslexia. Dyslexia and Literacy: An Introduction to Theory and Practice provides the reader with an understanding of the most recent theoretical positions in dyslexia and literacy and how these may be applied in practice. The book critically considers the current notions of literacy, provides an understanding of literacy concepts and re-appraises what we mean by literacy. The implications of this for dyslexic children are immense as it means that assessment and support can be more embedded in the curriculum context. The role of professionals such as learning support co-ordinators and educational psychologists are discussed within current legislative and theoretical frameworks. Classroom intervention and approaches to dealing with the diverse needs presented by dyslexic children are addressed by examining individual education plans and the development of differentiated curricula in schools. Gavin Reid and Janice Wearmouth have assembled an international field of renowned experts whose text will be a core source for university students on reading and dyslexia courses and is a set book for Open University course E801. Trainee teachers, special educational needs co-ordinators and educational psychologists will also find this volume of great value. Open University Set Book for course E801-Difficulties in Literacy Development

"...anyone interested in exploring more fundamental sensorydeficits as a possible cause of dyslexia, along with theoreticalhypotheses, should read [this book]..." (Times EducationalSupplement, 3 October 2003) "...of interest to students in initial teachertraining...of value to teachers in inclusive schools..."(Educational Review, Vol 56(1), Feb 2004)

Dyslexia and Literacy (Angela J. Fawcett); The neurobiology of dyslexia (Deborah F. Knight and George W. Hynd); Resolving the paradoxes of dyslexia (Uta Frith); The phonological representations hypothesis of dyslexia(Janet Hatcher and Marqaret J. Snowling); Visual Processes (John Everatt); The Balance Model of Reading and Dyslexia (Jean Robertson and Dirk J. Bakker); Cognitive factors and Implications for Literacy (Chris Singleton); Literacy standards and factors affecting literacy: what national and international assessments tell us (Gerry Shiel); Issues for assessment and planning of teaching and learning (Gavin Reid and Janice Wearmouth); Reading processes, acquisition, and instructional implications (Linnea C. Ehri); From assessment to intervention (Rea Reason); Issues in the assessment of children learning English as an additional language (Tony Cline); The Role of the learning support co-ordinator (Janice Wearmouth); Dealing with diversity in the primary classroom (Margaret Crombie); Challenges in the secondary school (Lindsay Peer and Gavin Reid); Individual Education Plans and dyslexia (Janet Tod); A cognitive approach to dyslexia (Bob Burden); Paired thinking (Keith Topping); Metacognition and literacy (David Wray); Critical literacy and access to the lexicon (George Hunt); Changing definitions and concepts of literacy (Fidelma Healy Eames)