Dyslexia in Context Research, Policy and

This book highlights the most recent developments in the area of research, policy and practice. All the authors are well known in the field of dyslexia and they will offer significant contributions at the forthcoming BDA conference ' Dyslexia: the dividends from research to policy and practice' to be held at Warwick University in March 2004.In addition to the opening chapter, which provides an overview of developments in dyslexia, there are also chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice.The policy section provides insights into policy developments from Europe, the UK and the United States, as well as polic developments relating to both children and adults. The practice section is comprehensive with chapters on multilingualism, the range of specific learning difficulties, ICT, mathematics, the implications for the classroom from the science of learning and the features of dyslexia friendly schools.

Gavin Reid Ph.D., M.A, is an independent international educational psychologist. He is a director of the Red Rose School in the UK and Global Educational Consultancies. He is also a consultant to the Institute of Child Education and Psychology, Europe, the Open University and the BBC in the UK and the Child Early Intervention Medical Center in Dubai. He was a visiting professor at the University of British Columbia in Vancouver, Canada in the Department of Education and Counseling Psychology and Special Education.

Angela Fawcett is the editor of Dyslexia in Context: Research, Policy and Practice, published by Wiley.

Contributors

viii

Introduction

1

(2)

Chapter 1 An overview of developments in dyslexia

3

(18)

Gavin Reid, Angela J. Fawcett

PART ONE: RESEARCH

21

(126)

Introduction to Part One

Chapter 2 Dyslexia: the role of the cerebellum

25

(23)

Angela J. Fawcett, Roderick I. Nicolson

Chapter 3 Developing flexible mapping in an inflexible system?

48

(28)

Aryan Van der Leij

Chapter 4 Dyslexia genetics

76

(14)

John Stein

Chapter 5 Brain-based assessment and instructional intervention

90

(30)

Virginia W. Berninger

Chapter 6 The theory and practice of specialist literacy teaching

120

(12)

John Rack

Chapter 7 Dyslexia and English as an additional language (EAL): towards a greater understanding

132

(15)

Linda Siegel, Ian Smythe

PART TWO: POLICY

147

(70)

Introduction to Part Two

Chapter 8 United Kingdom policy for inclusion

152

(9)

Lindsay Peer

Chapter 9 Evidence-based reading policy in the US

161

(16)

G. Reid Lyon, Sally E. Shaywitz, Vinita Chhabra, Robert Sweet

Chapter 10 Dyslexia and the workplace - policy for an inclusive society

177

(12)

David McLaughlin

Chapter 11 Learning disability/dyslexia and employment: a US perspective

189

(14)

Glenn Young, Jane Browning

Chapter 12 Dyslexia - early identification and early intervention

203

(14)

Margaret Crombie, Deborah Knight, Gavin Reid

PART THREE: PRACTICE

217

(120)

Introduction to Part Three

Chapter 13 The case for dyslexia-friendly schools

223

(14)

Neil MacKay

Chapter 14 Dyslexia-friendly schools - policy and practice

237

(20)

Mike Johnson

Chapter 15 Learning from the science of learning: implications for the classroom

257

(21)

Roderick L. Nicolson, Angela J. Fawcett

Chapter 16 Baseline assessment and the early identification of dyslexia

278

(10)

Geoff Lindsay

Chapter 17 Dyslexic pupils and the key objectives of the National Numeracy Strategy

288

(16)

Anne Henderson, Steve Chinn

Chapter 18 Using information and communication technology (ICT) to help dyslexic children and adults

304

(19)

Victoria Crivelli, Moira Thomson, Bodil Andersson

Chapter 19 The co-occurrence of specific learning difficulties: implications for identification and assessment

323

(14)

Pamela Deponio

Index

337

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Dyslexia in Context Research, Policy and Practice

Summary

Author Biography

Table of Contents

Supplemental Materials