Bøker i Dyslexia Series (Whurr)-serien

This book reflects on issues relating to the assessment and support of students with dyslexia within Universities and other institutions of higher education. It considers primarily how current practice in higher education can be developed to facilitate inclusion.

Many papers in vision science journals, have been published, about visual factors in dyslexia, but the findings in these have not been widely disseminated to the professionals who care for people with dyslexia.

The Dyslexic Adult in a non-dyslexic world is aimed at teachers, employers, careers advisers, counsellors and any others who work with, support or live with dyslexic adults. Using case studies and adult "voices" to illustrate and elaborate their points, the authors explore a range of issues affecting dyslexic adults.

Describes an approach to teaching which is designed to take account not only of the problems encountered by children with dyslexia when learning to read, spell and write, but also of the nature of the task that the dyslexic child is trying to master.

This authoritative handbook presents current ideas on the relationship between spoken and written language difficulties. It provides clinical and educational perspectives on the assessment and management of children's reading and spelling problems. The book begins with a theoretical overview.

This practical set of resources has been written for the busy teacher who wants to use a multisensory approach to overcoming literacy difficulties in the classroom. The fully photocopiable materials can be used on their own or in conjunction with the highly successful handbook a Overcoming Dyslexiaa (2nd ed.

Instrumental Music for Dyslexics is written mainly for music teachers. It describes dyslexia in laymana s terms and explains how the various problems which a dyslexic may have can affect all aspects of learning to play a musical instrument.

Reading and writing skills were once confined to only a few people. Today, a person facing problems with acquiring literacy skills will run the risk of being excluded from fully participating in society. This book deals with Dyslexia and Literacy.

This book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language.

An exploration of the underlying psychology of dyslexia. Designed for teachers and parents of dyslexic children, it explains the assessment process and focuses on the essentials. References are kept to a minimum and tables and diagrams are provided wherever possible.

Written by a teacher with many yearsa experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide.

The first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail.

Describes various basics needed for an insight into dyslexia and covers description, assessment, diagnosis, parental rights, legislation and the statutory "Statementing" process. This book is illustrated with drawings, diagrams, tables, flowcharts and graphs.

The aim of this book is to offer some help to teachers who are not very confident of their own understanding of mathematics, but want to give some basic help to dyslexics and others in the particular areas needed by them.

At a time when dyslexia is being redefined, this book proposes a socially interactive model within the wider framework of specific learning difficulties.

Offers a positive approach to students with dyslexia in further and higher education. This book is not only useful for dyslexic students, but also for Heads of Departments, admissions tutors, Equal Opportunities co-ordinators, lecturers, personal tutors and librarians.

Focuses on how children learn to read and on the difficulties some children have in acquiring this skill. This book concentrates specifically on the very beginning stages of reading development that is, in the 4-7 year age group.

Highlights the developments in the area of research, policy and practice. This book provides an overview of developments in dyslexia and includes chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice.

Overcoming Dyslexia supports the learner in reading and spelling, vowel digraphs and diphthongs, soft c and g, common endings such as -tion, suffixes, prefixes, multi-syllablic, and contracted words. It also covers the correct use of punctuation and the use of everyday research skills such as finding information in dictionaries.