About the Author xi Foreword xii Preface xiv Chapter 1 Dyslexia: The Context 1 Defining Dyslexia 1 Definition by Consensus 2 Positive Approaches to Dyslexia 4 Dyslexia: A Range of Characteristics 5 Definitions in Practice 6 How Definitions Can Be Useful 8 Research 10 Strengths 11 Education and Work Context 11 Barriers to Intervention 12 Training 12 Around the UK--Special Educational Needs and Disability (SEND) 13 SEND Provision 13 Scotland 15 Northern Ireland 15 Wales 16 Issues on Intervention 17 Comment 17 Points to Consider 17 Chapter 2 Dyslexia: The Range of Research 18 Neurological/Genetic 18 Genetic 19 Cognitive 20 Visual Processing 20 Procedural Timing 22 Phonological Processing 23 Morphological Processing 24 Environmental Factors 26 Summing Up Comments 27 Points for Reflection 28 Chapter 3 Identifying Needs--Cognitive, Educational, Social and Emotional 29 DARA (DysGuise Assessment Reports Assistant) 29 Monitoring Standards 30 Regulatory Considerations 30 Information Processing 31 Moving from Static to Dynamic 32 Factors That Can Prompt Concern 33 Linking Assessment with Intervention and Support 35 Assessment--Follow-up--Planning for Learning 35 Scotland 39 Assessments in Context 40 Early Identification 41 Further Points to Consider in Identifying Needs 43 Whose Responsibility? 46 Points for Reflection 46 Chapter 4 Assessment in Practice: Approaches and Resources 47 The Use of Tests--Some Considerations 48 Assessment and Processing 48 Ability Testing 48 Assessment of Attainment 49 Standardised/Psychometric Criteria 50 Standardisation 51 Psychometric 51 Screening 52 Points to Consider 52 Adult Screening 53 Curriculum Assessment 54 Metacognitive Assessment 55 Assisted Assessment 55 Observational Assessment 55 Observational Framework 56 Summary 59 Points for Reflection 60 Chapter 5 Reading: The Acquisition of Literacy 61 Introduction 61 Social and Cultural Aspects 62 Literacy in the UK Context 63 Literacy Acquisition 64 Phonological Awareness 65 Language as a Foundation for Reading 65 Alphabetic System 66 Stages of Reading Development 67 Limitations of the Stage Model of Reading 68 Reading Development 69 Reading Practice 70 Relationship Between Phonology and Orthography 72 Reading and Memory 73 Dyslexia and Different Orthographies 74 Key Points 76 Activities from the Companion Book 76 Chapter 6 Spelling 77 Stages of Spelling 77 Dealing with Spelling Difficulties 78 Reading and Spelling Correlation 79 Spelling Strategies 79 Phonological Awareness and Spelling 80 Spelling Effectiveness 81 Homophones 82 The Impact of Spelling on Classroom Attainments 82 Summary of Spelling Strategies (See Activities in Companion Book) 83 Sounds and Symbols--A Universal Approach 84 Morph Mastery 84 Use of Technology 84 Spelling Rules 85 Self-esteem and Spelling 85 Concluding Comments 85 Activities from the Companion Book 86 Chapter 7 Handwriting, Expressive Writing and Punctuation 87 Writing Challenges 87 Executive Function and Writing 88 Writing and Spelling 88 The Importance of Writing 89 Writing and the Curriculum 89 Cognitive Skills Associated with Writing 89 Handwriting 90 Handwriting--Some Points to Consider 91 Dysgraphia 92 Strategies for Writing 92 Creative Writing Types 93 Motivation and Writing 94 Planning 95 Developing Ideas 95 Concluding Comments 96 Activities from the Companion Book 96 Chapter 8 Teaching and Intervention: Issues, Concerns and Success 97 Issues 97 The Context 98 Accessing the Curriculum 99 The Learner 100 Programmes and Approaches--Some Considerations 101 Automaticity, Overlearning and Structure 101 Structure 102 Some Further Suggestions 103 Overlearning 104 Key Points of a Programme 105 Breaking Down Barriers 106 An Effective Teaching Programme 106 Points for Reflection 108 Chapter 9 The Learner: Processing, Strategies and Realising Potential 109 A Focus on Learning 109 Effective Learning 110 Key Points About Learning 111 Planning Learning 111 The Learning Process 112 Scaffolding 113 Learning Strategies 116 Transfer of Skills 117 Self-assessment 117 Study Skills/Learning Skills 117 Time Management and Organisation 119 Linking New Information to Prior Knowledge 119 Problem-solving Skills 120 Importance of Feedback 120 Memory Strategies 121 The Role of Self-esteem in Learning 122 Examination Preparation 122 Multiple-choice Questions 123 Summary 124 Points for Reflection 124 Activities from the Companion Book 125 Chapter 10 Inclusion: The Context--Policy and Practice 126 Introduction 126 Features of Inclusion 126 Areas of Discrimination and Challenges 127 Dyslexia: Five Key Points for Inclusion 127 Specialised Provision 129 Staff Support and Training 130 Advocacy 132 Self-advocacy: Challenge or Threat? 132 Dilemmas Encountered in a Project to Enhance the Active Participation of Students 133 Dyslexia and Self-advocacy 133 Key Factors 133 Points for Reflection 134 Chapter 11 Inclusion in Practice 135 Practical Implications 135 Importance of Training 136 Challenges 137 Social Opportunities and Learning Progress 137 Secondary/High School 138 Barriers at Secondary School 139 Written Work 140 Additional Language Learning 141 Whole School Training 142 Points for Reflection 143 Chapter 12 The Role of Parents/Carers 144 Parental Issues--Facing the Challenge 144 Parenting 145 Challenges and Responses 145 Some Frustrating Experiences 146 School Partnerships 148 Parent Groups 149 Parental Concerns 150 Parents as Partners 153 Points for Reflection 154Activities from the Companion Book 154 Chapter 13 Dyslexia, Bil ngualism and Social, Cultural, Linguistic and Environmental Factors 155 Introduction 155 Key Areas 156 Social and Cultural Factors 156 Identification 158 Assessment Issues 159 Teaching Approaches 160 Key Principles 161 Environmental Factors 161 Socio-economic Factors 162 Early Reading 163 Concluding Points 163 Points for Reflection 164 Chapter 14 Neurodiversity, Executive Function and the Workplace: A Shifting Paradigm 165 Introduction 165 Evidence for Overlapping Conditions 166 Attention Difficulties 167 Attention Deficit Hyperactivity Disorder (ADHD) 167 Classroom Factors 168 Intervention 170 Key Strategies for Teachers 172 Exceptionally Able and Gifted Learners with Dyslexia 173 Executive Function 174 Backward Design 175 Self-regulation 175 Executive Functioning and Dyslexia 176 The Workplace--a Shifting Paradigm 177 Concluding Comments 178 Points for Reflection 179 Activities from the Companion Book 179 Chapter 15 Concluding Comment: Points for Reflection and Looking Ahead 180 Appendix 1 Assessment: Tests and Resources 182 Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) (2016) 182 Intelligence and Development Scales, Second Edition (IDS-2) UK Norms 183 Wechsler Individual Achievement Test (WIAT-III UK) 183 Wechsler Individual Achievement Test (WIAT-4 US and CDN, 2024) 184 Appendix 2 Teaching Approaches, Activities and Programmes 189 The Dyslexia Action Literacy Programme (DALP) 189 Jolly Phonics 189 SEN Literacy Kit--Builds Early Literacy Skills 190 The Reading Made Easy Collection of Books by Kathleen Paterson 191 Making Maths Visual and Tactile Toolkit by Judy Hornigold 192 Trugs 193 Appendix 3 Additional Texts and Resources 195 Stockists 196 Some Relevant Organisations/Contacts 196 References 198 Index 216.