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Record Nr. |
UNINA9910463425403321 |
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Autore |
Hartas Dimitra <1966-, > |
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Titolo |
Dyslexia in the early years : a practical guide to teaching and learning / / Dimitra Hartas |
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Pubbl/distr/stampa |
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London ; ; New York : , : Routledge, , 2006 |
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ISBN |
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1-283-96687-5 |
0-203-50466-6 |
1-134-28403-9 |
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Descrizione fisica |
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1 online resource (113 p.) |
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Disciplina |
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Soggetti |
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Dyslexic children - Education (Early childhood) |
Learning disabled children - Education (Early childhood) |
Dyslexia |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Dyslexia in the Early Years A practical guide to teaching and learning; Copyright; Contents; Preface; Foreword; Introduction: An overview of early years education; The importance of early years education; Early years policy and practice; Early years curriculum; The early years practitioner's role: rewards and challenges; A family-centred early years education; Classroom guidance; About this book; Chapter 1 Dyslexia in young learners; Introduction; Young children as learners; Defining dyslexia; Early characteristics of dyslexia; Phonological development and dyslexia; Visual dyslexia |
Working memory, processing speed and dyslexiaMotor co-ordination skills; Case study; Gifted young children with dyslexia; Classroom support: pre-literacy strategies; Summary; Chapter 2 Language and communication in young children with dyslexia; Introduction; Emergent literacy and language skills; EAL young children with dyslexia: language difficulties or language difference ?; Classroom guidance; Supporting children with dyslexia to become 'linguistic beings'; Classroom strategies for language and literacy development; Language as a social tool; Summary |
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Chapter 3 Pastoral care in young children with dyslexiaIntroduction; Social-emotional difficulties and dyslexia; Social-emotional skills: what do they entail?; Creating caring classrooms; Enhancing language and social-emotional literacy; Circle time; Peer mediation; Building emotional bonds; Making friends; Talking about feelings; Building self-esteem; Modelling and coaching; Summary; Chapter 4 Identification and assessment of learning and development in early years; Introduction; Assessment: another aspect of teaching?; Foundation Stage Profile |
Qualitative assessment: dyslexia, language and social developmentPre-literacy and literacy; Language and communication; Social and emotional development; Quantitative assessment: phonology, reading and writing; Phonology tests; Reading tests; Spelling tests; Dyslexia screening tests; Summary; Chapter 5 Effectiveness in early years teaching and learning; Introduction; Early years teaching and learning: making a good start; The making of early years curriculum; Early years practitioners: What does it take to become effective ?; Professional development: peer coaching |
Early years teaching for dyslexia: instructional strategiesReading at word level: building phonology; Reading at sentence and text level: making meaning; EAL young pupils: literacy and language; Summary; Chapter 6 Information and communication technology; Introduction; ICT: a tool for inclusion and responsive pedagogy; ICT and early years practitioners: barriers and facilitators; Individual level; Organisational level; ICT enabling early years staff; Classroom-based ICT strategies: enabling pupils with dyslexia; Phonology computer programmes; Working memory computer programmes |
Language computer programmes |
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Sommario/riassunto |
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Packed full of activities, real-life case studies, tasks and suggestions, this informative book will equip teachers with the kind of practical knowledge needed to teach young children with dyslexia effectively.Tackling the subject in a clear and realistic way, the author encourages teachers to think critically in terms of the changing nature of special educational needs, and teaching and learning in early years. She addresses a variety of classroom issues, such as:assessment and identification of dyslexiasummarising and commenting on current debates<L |
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