LEADER 05494oam 2200709I 450 001 9910808030903321 005 20240131142139.0 010 $a1-134-28402-0 010 $a1-283-96687-5 010 $a0-203-50466-6 010 $a1-134-28403-9 024 7 $a10.4324/9780203504666 035 $a(CKB)2670000000325217 035 $a(EBL)1111593 035 $a(OCoLC)826855511 035 $a(SSID)ssj0000820716 035 $a(PQKBManifestationID)11448315 035 $a(PQKBTitleCode)TC0000820716 035 $a(PQKBWorkID)10862319 035 $a(PQKB)10942727 035 $a(MiAaPQ)EBC1111593 035 $a(Au-PeEL)EBL1111593 035 $a(CaPaEBR)ebr10872803 035 $a(CaONFJC)MIL427937 035 $a(OCoLC)824698456 035 $a(FINmELB)ELB131077 035 $a(EXLCZ)992670000000325217 100 $a20180706d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDyslexia in the early years $ea practical guide to teaching and learning /$fDimitra Hartas 210 1$aLondon ;$aNew York :$cRoutledge,$d2006. 215 $a1 online resource (113 p.) 300 $aDescription based upon print version of record. 311 $a1-138-17169-7 311 $a0-415-34500-6 320 $aIncludes bibliographical references and index. 327 $aDyslexia 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 327 $aWorking 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 327 $aChapter 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 327 $aQualitative 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 327 $aEarly 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 327 $aLanguage computer programmes 330 $aPacked 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