{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":24,"n_cols":5,"rows_kept":24,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[2,4,2,5],[3,2,3,3],[5,2,5,3],[7,2,7,3],[8,2,8,3],[9,2,9,3],[10,2,10,3],[12,2,12,3],[13,2,13,3],[15,2,15,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910795831203321"]
[null,null,"Autore",null,"Reid Gavin"]
[null,null,"Titolo",null,"Dyslexia : A Practitioner's Handbook"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken : , : John Wiley & Sons, Incorporated, , 2016"]
[{"$nulls":4},"©2016"]
[null,null,"ISBN",null,"9781118980118"]
[{"$nulls":4},"9781118980040"]
[null,null,"Edizione",null,"[5th ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (505 pages)"]
[null,null,"Disciplina",null,"371.91/44"]
[null,null,"Soggetti",null,"Dyslexic children--Education--Handbooks, manuals, etc"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Dyslexia -- Contents -- About the Author -- Other Books by Gavin Reid -- Foreword -- Preface -- Chapter 1 Defining Dyslexia -- Defining Dyslexia -- Purpose of Definitions -- How Should We Define Dyslexia? -- Definitions -- Barriers to Implementing Policy -- Rose Review and Dyslexia -- Education for Learners with Dyslexia -- Different Perspectives and Agenda -- Points for Reflection -- Chapter 2 Explaining Dyslexia: The Range of Research -- Causal Modelling Framework -- Causal Modelling Framework: An Explanation -- Genetic Factors -- Neurobiological Factors -- Visual and Temporal Processing -- Magnocellular Visual System -- Procedural Timing -- Hemispheric Symmetry -- Processing Speed -- Phonological Processing -- Phonological Awareness and Multisensory Programmes -- Morphological Processing -- Glue Ear -- Cognitive Skills -- Metacognition -- Environmental Factors -- Additional Language Learning -- Dyslexia in Different Orthographies -- Self-disclosure in Adults -- Points for Reflection -- Chapter 3 Assessment: Issues and Considerations -- The Context -- Assessment Aims -- Discrepancy Criteria -- Listening Comprehension -- Componential Model of Reading -- Curriculum Focus -- Why an Assessment? -- How? The Assessment Process -- Effect of an Assessment -- Assessment-Points to Consider -- Some Other Considerations -- Self‐concept -- The Role of Parents -- Assessment and Inclusion -- The Bilingual Learner -- Points for Reflection -- Chapter 4 Identifying Needs -- The Context -- Information Processing -- Factors That Can Prompt Concern -- Pre‐"]
[{"$nulls":4},"school -- School Age -- After Around 2 Years at School -- Upper Primary -- Secondary -- Further and Higher Education -- Workplace -- Linking Assessment with Intervention and Support -- Key Aspects of an IEP -- The Overlap -- Assessing Performances -- Criteria: Summary -- Whose Responsibility?."]
[{"$nulls":4},"Early Identification -- Models of Identification -- Expert/Intervention-Attainment -- Discrepancy Model -- Policy Model -- Stage Process Model -- Curriculum‐focused Model -- Barriers to Learning -- Whole-School Involvement -- Early Warning Signs -- Assessment/Consultancy with Management Team -- Monitoring/Review Meeting -- Points for Reflection -- Chapter 5 Assessment: Approaches and Resources -- The Use of Tests-Points to Ponder -- Assessment and Information Processing -- Cognitive Measures -- Assessment of Processing Skills -- Comprehensive Test of Phonological Processing (CTOPP-2) -- Woodcock Reading Mastery Tests -- Gray Oral Reading Tests (GORT-5) -- Standardised/Psychometric Criteria -- Standardisation -- Psychometric -- Wechsler Individual Achievement Test (WIAT-II and III) -- Comment -- Phonological Representation and Assessment -- Screening -- Curriculum Assessment -- Miscue Analysis -- Assessment in Context -- Assessment for Learning -- Principles of Formative Assessment in Practice -- Metacognitive Assessment -- Assisted Assessment -- Multiple Intelligences Approaches -- A Components Approach -- Observational Assessment -- Observational Framework -- Attention -- Organisation -- Sequencing -- Interaction -- Language -- Comprehension -- Reading -- Visual -- Auditory -- Motivation/Initiative -- Self‐concept -- Relaxation -- Learning Preferences -- Learning Context -- Systematic Observation -- Summary -- Points for Reflection -- Chapter 6 Reading-Social, Cultural and Government Perspectives -- The Social Context for Literacy -- Literacy and Culture -- Defining Literacy -- Critical Literacy -- Engaging the Reader through Critical Literacy -- Challenging Assumptions -- Government Initiatives -- Literacy Standards and International Comparisons -- PISA Study -- Literacy Initiatives -- Points for Reflection -- Chapter 7 The Acquisition of Literacy."]
[{"$nulls":4},"What is Reading? -- Factors to Consider -- Phonological Awareness -- The Alphabetic System-Ehri -- Reading as a Process -- Reading Skills -- Reading Practice -- Developing Reading Skills -- Key Factors -- The Development of Reading -- Developing Print Awareness -- Visual Aspects -- Role of Phonological Information -- Phonological Representations and Dyslexia -- Stages of Reading Development -- Logographic Stage -- Alphabetic Stage -- Orthographic Stage -- Limitations of the Stage Model of Reading -- Reading and Memory -- Relationship Between Phonology and Orthography -- Dyslexia and Different Orthographies -- Points for Reflection -- Chapter 8 Reading Models and Methods -- Bottom-Up and Top-Down Models -- Connectionist Models -- Balance Model of Reading -- Method of Teaching Reading -- Phonic Model -- Look‐and‐Say Model -- Language Experience Models -- Developing Reading Skills -- Teaching Reading-the Debate -- Balanced Approach -- Reading Interventions -- Methodological Issues in Reading Intervention Research -- Factors to Consider in Developing and Using Reading Approaches -- The Literacy Experience -- Framework for Teaching -- Summary -- Points for Reflection -- Chapter 9 The Acquisition of Literacy: Spelling -- Why is Spelling Difficult? -- Systems Involved in Spelling -- Phonological Systems -- Spelling and Speech -- Visual Systems -- Homophones -- Spelling Skills -- Spelling Development -- Spelling Policy -- Spelling Strategies -- Word Lists -- Visual Strategies -- Simultaneous Oral Spelling -- Language Experience Approaches -- Cued Spelling -- "]
[{"$nulls":4},"Paired Spelling -- Spelling Materials -- The ACE Spelling Dictionary -- Catchwords -- Photocopiable Resources -- Points for Reflection -- Chapter 10 Expressive Writing -- The Importance of Writing -- Relationship Between Writing and Spelling -- Expressive Writing: The Process."]
[{"$nulls":4},"Cognitive Skills Associated with Writing -- Writing in the Curriculum -- Developing Metacognitive Skills through Writing -- Metacognitive Strategies for Writing -- Strategies for Writing -- My Favourite Things -- Motivation and Writing -- Planning -- Pre-writing Framework -- Ideas/Detail -- Organisation -- Voice -- Word Choice -- Sentence Fluency -- Conventions -- Presentation -- Developing Ideas -- Handwriting -- Handwriting - Some Points to Consider -- Dysgraphia -- Summary -- Points for Reflection -- Chapter 11 Teaching Approaches: Points to Consider -- Overview of Approaches -- The Context -- Assessment and the Curriculum -- The Learner -- Programmes and Approaches-Some Considerations -- Automaticity, Overlearning and Structure -- Structure -- Overlearning -- Principles -- Issues -- Points for Reflection -- Chapter 12 Supporting Literacy: Individualised Programmes -- Criteria for Selection -- Individualised Programmes -- Orton-Gillingham (OG) -- The Hickey Multisensory Language Course -- Bangor Dyslexia Teaching System -- Letterland -- Reading Recovery -- Identification -- Evaluation of Reading Recovery -- Toe by Toe: Multisensory Manual for Teachers and Parents -- Alternative Approaches -- Dietary Approaches -- Exercise and Movement -- The Inhibition of Primitive Reflexes -- Educational Kinesiology -- Comment on Alternative Interventions -- Comment-Issues to Consider -- Points for Reflection -- Chapter 13 Supporting Literacy: Approaches and Strategies -- Phonics Instructional Approaches -- Jolly Phonics -- Ann Arbor Publications -- Interactive Literacy Games -- Visual Stress -- Smart Kids -- Language Experience -- Other Support Approaches -- THRASS -- Units of Sound -- TextHelp -- Inspiration -- Phonological Approaches -- Sound Linkage -- Phonological Awareness Procedure -- Phonic Code Cracker -- High-Interest Books-History."]
[{"$nulls":4},"Barrington Stoke (www.barringtonstoke.com) -- Start to Finish Books -- Differentiated Texts -- Visual Factors -- The Use of Visual Skills -- Motor Aspects -- Assisted Learning -- Paired‐reading -- Evaluation of Paired‐Reading as a Strategy -- Comment -- Summary -- Points for Reflection -- Chapter 14 Supporting Learning -- Effective Learning -- Key Points about Learning -- The Learning Process -- Realising Potential -- Zone of Proximal Development -- Developing Learning Skills -- Learning Strategies -- Multiple Intelligences -- Study Skills -- Set Goals -- Feedback -- Memory-Some Strategies -- The Role of Self-esteem -- Creativity and the 'Gifted' Dyslexic Student -- Summary -- Points for Reflection -- Chapter 15 Inclusion: Curriculum Access -- The Context -- Responding to the Diverse Needs of Students -- The Challenges -- Individual Needs and Meeting the Needs of All -- Meeting Curriculum Objectives -- Index for Inclusion -- Tensions and Contradictions -- Assessment, Need and Accountability -- Removing Barriers to Achievement -- Interventions and Inclusion -- The Debate -- Implications -- Making the School Inclusive -- The Index for Inclusion Network -- Equity -- Principles of Inclusion -- An Inclusive School -- Healthy Schools -- Supporting Inclusion -- Staff Support and Training -- Student Advocacy -- Self‐advocacy: Challenge or Threat? -- Dyslexia and Self-advocacy -- Staff Support -- Key Factors -- Points for Reflection -- Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum -- Responsibility -- Features of Secondary Schools -- Differentiation and Curricular Development -- "]
[{"$nulls":4},"Differentiation and Assessment -- Subject Areas -- Mathematics -- Music -- Science Subjects -- Physics -- English -- Essay and Report Writing -- Additional Language Learning -- Social Subjects -- Multiple Intelligences in Secondary Schools -- Physical Education."]
[{"$nulls":4},"Staff Development."]