Teaching Reading And Spelling To Dyslexic Children

Editor: Routledge
ISBN: 1136606882
Size: 13,77 MB
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First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

The Early Years Teacher S Book

Author: Leonie Abrahamson
Editor: Learning Matters
ISBN: 1526450798
Size: 13,18 MB
Format: PDF, ePub
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This is a clear, comprehensive, systematic and practical guide to achieving Early Years Teacher Status and meeting the EYT Standards and requirements.


Author: Oliver P. Moynihan
Editor: Nova Science Pub Incorporated
ISBN: 9781590334560
Size: 14,20 MB
Format: PDF, Kindle
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Researchers have devoted considerable attention to how people learn to read, specifically how they recognise, pronounce, and understand printed words. These studies are helping to illuminate not only the normal process of learning to read but also the problems that may underlie dyslexia, a condition in which people are unable to acquire a high degree of reading skill despite adequate intelligence and training. When reading instruction begins, children (as well as adult learners) already possess large spoken-word vocabularies. Their initial task is to learn how these spoken words correspond to written alphabetic symbols. Impairments in this reading skill are often seen among children who have problems learning in school. Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.

Multilingualism Literacy And Dyslexia

Author: Lindsay Peer
Editor: David Fulton Publish
Size: 17,84 MB
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This book provides current and informative guidance for practitioners involved in areas of literacy, multilingualism and dyslexia. It is an invaluable reference on assessment and support for bilingual learners and those needing to acquire a modern foreign language, and an essential text for staff development. Internationally, practioners face daily challenges in supporting bilingual learners and assessing their needs. Often dyslexic bilingual learners are not identified as their principal difficult is seen as a bilingual one. If they are dyslexics, they will require a different type of support. This book provides a key resource in helping educators respond to this challenge. Reference is made to innovative approaches in technology and other teaching programmes beneficial to multilingual learners. There is also an extended section on learning additional language. With contributions from international practioners and researchers, this book will provide guidance to anyone involved in literacy development, language learning and teaching.

Special Educational Needs For Newly Qualified And Student Teachers

Author: Rita Cheminais
Editor: David Fulton Pub
Size: 15,60 MB
Format: PDF, ePub
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This reference covers the essential aspects of special educational needs important to effective classroom practice and relevant to NQT Induction Standards. It explores: recent legislative changes to the Code of Practice; practical hints and strategies to meet a diversity of pupil learning and behaviour needs; working with parents of SEN children; working with learning support assistants and subject teachers; making effective use of ICT with SEN pupils; and the role of SENCO.

Understanding Developmental Dyslexia Linking Perceptual And Cognitive Deficits To Reading Processes

Author: Pierluigi Zoccolotti
Editor: Frontiers Media SA
ISBN: 2889198642
Size: 11,98 MB
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Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.

The British National Bibliography

Author: Arthur James Wells
Size: 14,26 MB
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Linguistics And Language Behavior Abstracts

Size: 20,48 MB
Format: PDF, Mobi
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LLBA contains abstracts of the world's literature in linguistics and language-related research, book abstracts, book review listings, and enhanced bibliographic citations of relevant dissertations." Related disciplines such as anthropology, education, ethnology, information science, medicine, and communications are covered. Also includes some reference to papers in published conference proceedings.