Dyslexia and Effective Learning in Secondary and Tertiary Education
Morag Hunter-Carsch, Margaret Herrington
Wiley, Oct 22, 2001 - Education - 274 pages
Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of ???exploratory conversions??? between learners and tutors is recognised. The need to restructure ???the structured approach??? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurst???s preface refers to ???this important book??? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.
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ability academic achievement approach areas assessment awareness Chapter classroom assistants Code of Practice cognitive communication considered context control subjects course curriculum DfEE disability discussions dyslexia support dyslexic adults dyslexic children dyslexic learners dyslexic students East Berkshire College educational psychologist effective learning support example experience explore further education graphemes handwriting Herrington higher education homophones Hunter-Carsch identified IEPs important individual initial involved issues knowledge language learning styles lecturers Leicestershire memory methods mind maps multisensory National Literacy Strategy non-dyslexic non-word organization peer tutoring phonological phonological awareness phonological deficits problems programme progress pupils with SpLD questions QuickScan reading age reading and spelling relation response role secondary school SENCOs sessions Special Educational Needs specific learning difficulties spellcheckers spelling difficulties SpLD teachers staff development strategies structured students with SpLD study skills success tasks thinking tion understanding University University of Leicester visual words workshops writing