Dyslexia, Speech and Language 2nd Edition: A Practitioner's Handbook: 24 (Dyslexia Series (Whurr)) - Softcover

Über die Autorin bzw. den Autor

Edited by Margaret Snowling, University of York, UK.

Edited by Joy Stackhouse, University of Sheffield, UK.

Von der hinteren Coverseite

"About 10% of the population have some form of dyslexia. About 4% are severely dyslexic, including some 375,000 schoolchildren."
—The Dyslexia Institute, UK

The first edition of Dyslexia, Speech and Language explored the relationship between spoken and written language difficulties, and so provided useful educational and clinical perspectives on children’s reading and spelling problems. The second edition continues to link theory with practice and will be of great value to professionals in the fields of education, speech and language therapy and psychology. All the original chapters have been updated, and new authors have been included to cover current developments.

The first part of the book focuses on the nature of spoken and written language difficulties. It includes chapters on the dyslexic brain; speech, phonological awareness and spelling problems; and the predictors of literacy difficulties.

The second part moves on to the assessment of reading, spelling, speech and language difficulties. To manage these difficulties, the book covers new approaches to reading intervention, teaching spelling and handwriting skills, and techniques for training memory. Importantly, it also considers how to deal with the needs of people with dyslexia in a mainstream setting.

Finally, the book concludes with chapters on the psychosocial needs of children with language learning difficulties and on the interdisciplinary training of early years’ workers followed by a discussion of future directions for research and practice.

Aus dem Klappentext

About 10% of the population have some form of dyslexia. About 4% are severely dyslexic, including some 375,000 schoolchildren.
--The Dyslexia Institute, UK

The first edition of Dyslexia, Speech and Language explored the relationship between spoken and written language difficulties, and so provided useful educational and clinical perspectives on children's reading and spelling problems. The second edition continues to link theory with practice and will be of great value to professionals in the fields of education, speech and language therapy and psychology. All the original chapters have been updated, and new authors have been included to cover current developments.

The first part of the book focuses on the nature of spoken and written language difficulties. It includes chapters on the dyslexic brain; speech, phonological awareness and spelling problems; and the predictors of literacy difficulties.

The second part moves on to the assessment of reading, spelling, speech and language difficulties. To manage these difficulties, the book covers new approaches to reading intervention, teaching spelling and handwriting skills, and techniques for training memory. Importantly, it also considers how to deal with the needs of people with dyslexia in a mainstream setting.

Finally, the book concludes with chapters on the psychosocial needs of children with language learning difficulties and on the interdisciplinary training of early years' workers followed by a discussion of future directions for research and practice.