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100+ ideas for supporting children with dyslexia / / Gavin Reid and Shannon Green
| 100+ ideas for supporting children with dyslexia / / Gavin Reid and Shannon Green |
| Autore | Reid Gavin <1950-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London, [England] ; ; New York, New York : , : Continuum, , 2011 |
| Descrizione fisica | 1 online resource (223 pages) |
| Disciplina | 371.9144 |
| Collana | Continuum One Hundreds Series |
| Soggetto topico |
Dyslexic children - Education
Reading disability |
| Soggetto genere / forma | Electronic book |
| ISBN | 1-4411-7406-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; INTRODUCTION; Contents; Copyright; Title; SECTION 1 Teaching children with dyslexia - getting it right; 1 COPYING FROM THE BOARD; 2 OVERRELIANCE ON SPELLCHECKERS; 3 COLOUR-CODED TIMETABLE; 4 MARKING AND CORRECTING WORK; 5 PRESENTING WORK; 6 KEEPING TIME; 7 COMFORT CIRCLES; 8 STIMULATING INTELLIGENCE/ THINKING AND RETHINKING; 9 CREATING A DYSLEXIA-FRIENDLY CLASSROOM; 10 THINKING ALOUD; 11 CONSIDERING EMOTIONAL LITERACY; SECTION 2 Teaching strategies; 12 SMALL STEPS; 13 DISCUSSION; 14 SHORT SENTENCES AND VISUALS; 15 PRINT SIZE/PAGE LAYOUT/FONT; 16 SELF-CORRECTION; 17 TEACHER CHECKLIST
18 FRAMEWORK FOR TEACHINGSECTION 3 Differentiation; 19 PLANNING FOR DIFFERENTIATED LEARNING; 20 DIFFERENTIATION BY CONTENT; 21 DIFFERENTIATION BY TASK; 22 DIFFERENTIATION BY ASSESSMENT; 23 DIFFERENTIATION BY RESOURCES; 24 SUPPORTING WRITING BY DIFFERENTIATION; SECTION 4 Planning for learning; 25 MANAGING TIME; 26 TOPIC-SPECIFIC VOCABULARY; 27 PREPARING BOARD GAMES; 28 MATCHING THE PAIRS; 29 PREPARING A KEY TASK GLOSSARY; 30 EQUIPMENT CHECKLIST; 31 WORKING WITH OTHERS; 32 COLLABORATIVE TEACHING; SECTION 5 Learning strategies; 33 LEARNING STYLE; 34 BEGINNING WITH THE BEST 35 SEQUENCING THE STORY36 OVERLEARNING; 37 INTRODUCING KEY POINTS; 38 CHUNKING; 39 USING PREVIOUS KNOWLEDGE; 40 DEVELOPING A STRUCTURE; 41 RECOGNIZING THE IMPORTANCE OF THE ENVIRONMENT; 42 FINDING THE ODD WORD OUT; 43 USING VISUAL SKILLS AND VISUAL STRENGTHS; 44 PREPARING AND ANSWERING ESSAY QUESTIONS; 45 LEARNING STYLES ACROSS THE CURRICULUM; SECTION 6 Memory strategies; 46 LEARNING IT ACTIVELY; 47 RELAX; 48 MIND-MAPPING; 49 WRITE, RECITE AND REPEAT; 50 REVIEW NOTES; 51 A POSITIVE ATTITUDE; 52 REINFORCING LEARNING; 53 SELF-KNOWLEDGE/STUDY PLAN; 54 MNEMONICS; 55 ORGANIZING YOUR MIND 56 ACRONYMSSECTION 7 Reading and reading comprehension; 57 DEVELOPING PHONOLOGICAL AWARENESS SKILLS; 58 DEVELOPING SIGHT WORD VOCABULARY; 59 INCREASING READING FLUENCY; 60 EXTENDING LANGUAGE EXPERIENCE; 61 PAIRED READING; 62 PHRASING; 63 CONSOLIDATE VOCABULARY; 64 COMPREHENSION PLANNING; 65 COMPREHENSION MONITORING; 66 RECIPROCAL READING; 67 MAPPING AND WEBBING; 68 CHARTS, TIMELINES; 69 'SOAP' GESTURE; 70 GETTING IT TAPED; 71 GETTING INVOLVED IN THE STORY; 72 PICTURE THIS!; 73 SEQUENCING EVENTS; 74 SENTENCE EXPANSION; 75 REREADING FAMILIAR BOOKS; 76 SELECTING READING TECHNIQUES 77 CHECKING READABILITY LEVEL78 PROVIDING BACKGROUND VOCABULARY, DISCUSSION AND STRUCTURE; SECTION 8 Creative writing; 79 KWL GRIDS; 80 SCRIBING; 81 BRAINSTORMING; 82 MY FAVOURITE THINGS; 83 VISUALS; 84 DRAW A FOREST; 85 FOREST ADVENTURE; 86 POSTCARDS; 87 COLLAGE; 88 MYSTERY OBJECT; 89 DIAMANTÉ POEMS; SECTION 9 Spelling; 90 TEACHING SPELLING RULES EXPLICITLY; 91 USING CODES; 93 KEY WORDS AND VISUALS; 92 BLOCK SPELLING; 94 SOUND AS YOU SPELL; 95 SPELLING RATIOS/MULTIPLE SPELLING CHOICES; 96 WORD LISTS; 97 LOOK, COVER, WRITE, CHECK; 98 SIMULTANEOUS ORAL SPELLING; 99 VISUALIZATION 100 CUED SPELLING |
| Altri titoli varianti | One hundred plus ideas for supporting children with dyslexia |
| Record Nr. | UNINA-9910462519403321 |
Reid Gavin <1950->
|
||
| London, [England] ; ; New York, New York : , : Continuum, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
100+ ideas for supporting children with dyslexia / / Gavin Reid and Shannon Green
| 100+ ideas for supporting children with dyslexia / / Gavin Reid and Shannon Green |
| Autore | Reid Gavin <1950-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London, [England] ; ; New York, New York : , : Continuum, , 2011 |
| Descrizione fisica | 1 online resource (223 pages) |
| Disciplina | 371.9144 |
| Collana | Continuum One Hundreds Series |
| Soggetto topico |
Dyslexic children - Education
Reading disability |
| ISBN | 1-4411-7406-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; INTRODUCTION; Contents; Copyright; Title; SECTION 1 Teaching children with dyslexia - getting it right; 1 COPYING FROM THE BOARD; 2 OVERRELIANCE ON SPELLCHECKERS; 3 COLOUR-CODED TIMETABLE; 4 MARKING AND CORRECTING WORK; 5 PRESENTING WORK; 6 KEEPING TIME; 7 COMFORT CIRCLES; 8 STIMULATING INTELLIGENCE/ THINKING AND RETHINKING; 9 CREATING A DYSLEXIA-FRIENDLY CLASSROOM; 10 THINKING ALOUD; 11 CONSIDERING EMOTIONAL LITERACY; SECTION 2 Teaching strategies; 12 SMALL STEPS; 13 DISCUSSION; 14 SHORT SENTENCES AND VISUALS; 15 PRINT SIZE/PAGE LAYOUT/FONT; 16 SELF-CORRECTION; 17 TEACHER CHECKLIST
18 FRAMEWORK FOR TEACHINGSECTION 3 Differentiation; 19 PLANNING FOR DIFFERENTIATED LEARNING; 20 DIFFERENTIATION BY CONTENT; 21 DIFFERENTIATION BY TASK; 22 DIFFERENTIATION BY ASSESSMENT; 23 DIFFERENTIATION BY RESOURCES; 24 SUPPORTING WRITING BY DIFFERENTIATION; SECTION 4 Planning for learning; 25 MANAGING TIME; 26 TOPIC-SPECIFIC VOCABULARY; 27 PREPARING BOARD GAMES; 28 MATCHING THE PAIRS; 29 PREPARING A KEY TASK GLOSSARY; 30 EQUIPMENT CHECKLIST; 31 WORKING WITH OTHERS; 32 COLLABORATIVE TEACHING; SECTION 5 Learning strategies; 33 LEARNING STYLE; 34 BEGINNING WITH THE BEST 35 SEQUENCING THE STORY36 OVERLEARNING; 37 INTRODUCING KEY POINTS; 38 CHUNKING; 39 USING PREVIOUS KNOWLEDGE; 40 DEVELOPING A STRUCTURE; 41 RECOGNIZING THE IMPORTANCE OF THE ENVIRONMENT; 42 FINDING THE ODD WORD OUT; 43 USING VISUAL SKILLS AND VISUAL STRENGTHS; 44 PREPARING AND ANSWERING ESSAY QUESTIONS; 45 LEARNING STYLES ACROSS THE CURRICULUM; SECTION 6 Memory strategies; 46 LEARNING IT ACTIVELY; 47 RELAX; 48 MIND-MAPPING; 49 WRITE, RECITE AND REPEAT; 50 REVIEW NOTES; 51 A POSITIVE ATTITUDE; 52 REINFORCING LEARNING; 53 SELF-KNOWLEDGE/STUDY PLAN; 54 MNEMONICS; 55 ORGANIZING YOUR MIND 56 ACRONYMSSECTION 7 Reading and reading comprehension; 57 DEVELOPING PHONOLOGICAL AWARENESS SKILLS; 58 DEVELOPING SIGHT WORD VOCABULARY; 59 INCREASING READING FLUENCY; 60 EXTENDING LANGUAGE EXPERIENCE; 61 PAIRED READING; 62 PHRASING; 63 CONSOLIDATE VOCABULARY; 64 COMPREHENSION PLANNING; 65 COMPREHENSION MONITORING; 66 RECIPROCAL READING; 67 MAPPING AND WEBBING; 68 CHARTS, TIMELINES; 69 'SOAP' GESTURE; 70 GETTING IT TAPED; 71 GETTING INVOLVED IN THE STORY; 72 PICTURE THIS!; 73 SEQUENCING EVENTS; 74 SENTENCE EXPANSION; 75 REREADING FAMILIAR BOOKS; 76 SELECTING READING TECHNIQUES 77 CHECKING READABILITY LEVEL78 PROVIDING BACKGROUND VOCABULARY, DISCUSSION AND STRUCTURE; SECTION 8 Creative writing; 79 KWL GRIDS; 80 SCRIBING; 81 BRAINSTORMING; 82 MY FAVOURITE THINGS; 83 VISUALS; 84 DRAW A FOREST; 85 FOREST ADVENTURE; 86 POSTCARDS; 87 COLLAGE; 88 MYSTERY OBJECT; 89 DIAMANTÉ POEMS; SECTION 9 Spelling; 90 TEACHING SPELLING RULES EXPLICITLY; 91 USING CODES; 93 KEY WORDS AND VISUALS; 92 BLOCK SPELLING; 94 SOUND AS YOU SPELL; 95 SPELLING RATIOS/MULTIPLE SPELLING CHOICES; 96 WORD LISTS; 97 LOOK, COVER, WRITE, CHECK; 98 SIMULTANEOUS ORAL SPELLING; 99 VISUALIZATION 100 CUED SPELLING |
| Altri titoli varianti | One hundred plus ideas for supporting children with dyslexia |
| Record Nr. | UNINA-9910790158903321 |
|
Reid Gavin <1950->
|
||
| London, [England] ; ; New York, New York : , : Continuum, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
100+ ideas for supporting children with dyslexia / / Gavin Reid and Shannon Green
| 100+ ideas for supporting children with dyslexia / / Gavin Reid and Shannon Green |
| Autore | Reid Gavin <1950-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London, [England] ; ; New York, New York : , : Continuum, , 2011 |
| Descrizione fisica | 1 online resource (223 pages) |
| Disciplina | 371.9144 |
| Collana | Continuum One Hundreds Series |
| Soggetto topico |
Dyslexic children - Education
Reading disability |
| ISBN | 1-4411-7406-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; INTRODUCTION; Contents; Copyright; Title; SECTION 1 Teaching children with dyslexia - getting it right; 1 COPYING FROM THE BOARD; 2 OVERRELIANCE ON SPELLCHECKERS; 3 COLOUR-CODED TIMETABLE; 4 MARKING AND CORRECTING WORK; 5 PRESENTING WORK; 6 KEEPING TIME; 7 COMFORT CIRCLES; 8 STIMULATING INTELLIGENCE/ THINKING AND RETHINKING; 9 CREATING A DYSLEXIA-FRIENDLY CLASSROOM; 10 THINKING ALOUD; 11 CONSIDERING EMOTIONAL LITERACY; SECTION 2 Teaching strategies; 12 SMALL STEPS; 13 DISCUSSION; 14 SHORT SENTENCES AND VISUALS; 15 PRINT SIZE/PAGE LAYOUT/FONT; 16 SELF-CORRECTION; 17 TEACHER CHECKLIST
18 FRAMEWORK FOR TEACHINGSECTION 3 Differentiation; 19 PLANNING FOR DIFFERENTIATED LEARNING; 20 DIFFERENTIATION BY CONTENT; 21 DIFFERENTIATION BY TASK; 22 DIFFERENTIATION BY ASSESSMENT; 23 DIFFERENTIATION BY RESOURCES; 24 SUPPORTING WRITING BY DIFFERENTIATION; SECTION 4 Planning for learning; 25 MANAGING TIME; 26 TOPIC-SPECIFIC VOCABULARY; 27 PREPARING BOARD GAMES; 28 MATCHING THE PAIRS; 29 PREPARING A KEY TASK GLOSSARY; 30 EQUIPMENT CHECKLIST; 31 WORKING WITH OTHERS; 32 COLLABORATIVE TEACHING; SECTION 5 Learning strategies; 33 LEARNING STYLE; 34 BEGINNING WITH THE BEST 35 SEQUENCING THE STORY36 OVERLEARNING; 37 INTRODUCING KEY POINTS; 38 CHUNKING; 39 USING PREVIOUS KNOWLEDGE; 40 DEVELOPING A STRUCTURE; 41 RECOGNIZING THE IMPORTANCE OF THE ENVIRONMENT; 42 FINDING THE ODD WORD OUT; 43 USING VISUAL SKILLS AND VISUAL STRENGTHS; 44 PREPARING AND ANSWERING ESSAY QUESTIONS; 45 LEARNING STYLES ACROSS THE CURRICULUM; SECTION 6 Memory strategies; 46 LEARNING IT ACTIVELY; 47 RELAX; 48 MIND-MAPPING; 49 WRITE, RECITE AND REPEAT; 50 REVIEW NOTES; 51 A POSITIVE ATTITUDE; 52 REINFORCING LEARNING; 53 SELF-KNOWLEDGE/STUDY PLAN; 54 MNEMONICS; 55 ORGANIZING YOUR MIND 56 ACRONYMSSECTION 7 Reading and reading comprehension; 57 DEVELOPING PHONOLOGICAL AWARENESS SKILLS; 58 DEVELOPING SIGHT WORD VOCABULARY; 59 INCREASING READING FLUENCY; 60 EXTENDING LANGUAGE EXPERIENCE; 61 PAIRED READING; 62 PHRASING; 63 CONSOLIDATE VOCABULARY; 64 COMPREHENSION PLANNING; 65 COMPREHENSION MONITORING; 66 RECIPROCAL READING; 67 MAPPING AND WEBBING; 68 CHARTS, TIMELINES; 69 'SOAP' GESTURE; 70 GETTING IT TAPED; 71 GETTING INVOLVED IN THE STORY; 72 PICTURE THIS!; 73 SEQUENCING EVENTS; 74 SENTENCE EXPANSION; 75 REREADING FAMILIAR BOOKS; 76 SELECTING READING TECHNIQUES 77 CHECKING READABILITY LEVEL78 PROVIDING BACKGROUND VOCABULARY, DISCUSSION AND STRUCTURE; SECTION 8 Creative writing; 79 KWL GRIDS; 80 SCRIBING; 81 BRAINSTORMING; 82 MY FAVOURITE THINGS; 83 VISUALS; 84 DRAW A FOREST; 85 FOREST ADVENTURE; 86 POSTCARDS; 87 COLLAGE; 88 MYSTERY OBJECT; 89 DIAMANTÉ POEMS; SECTION 9 Spelling; 90 TEACHING SPELLING RULES EXPLICITLY; 91 USING CODES; 93 KEY WORDS AND VISUALS; 92 BLOCK SPELLING; 94 SOUND AS YOU SPELL; 95 SPELLING RATIOS/MULTIPLE SPELLING CHOICES; 96 WORD LISTS; 97 LOOK, COVER, WRITE, CHECK; 98 SIMULTANEOUS ORAL SPELLING; 99 VISUALIZATION 100 CUED SPELLING |
| Altri titoli varianti | One hundred plus ideas for supporting children with dyslexia |
| Record Nr. | UNINA-9910825348603321 |
|
Reid Gavin <1950->
|
||
| London, [England] ; ; New York, New York : , : Continuum, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Day-to-day dyslexia in the classroom / / Joy Pollock, Elisabeth Waller, and Rody Politt
| Day-to-day dyslexia in the classroom / / Joy Pollock, Elisabeth Waller, and Rody Politt |
| Autore | Pollock Joy. |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | 1 online resource (xiv, 203 p. ) : ill |
| Disciplina | 371.91/44 |
| Altri autori (Persone) |
PolittRody
WallerElisabeth |
| Soggetto topico |
Dyslexic children - Education
Dyslexia |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-415-33971-5
1-134-29964-8 1-280-09520-2 0-203-46189-4 |
| Classificazione | 80.27 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Dyslexia 2. Ears, Eyes and IQs 3. Speech and Language Processing 2. Add and Dyspraxia 5. Movement 6. Reading 7. Spelling 8. Handwriting 9. Sequencing 10. Orientation 11. Numeracy 12. Study Skills 13. Classroom Management 14. Summary |
| Record Nr. | UNINA-9910450089103321 |
|
Pollock Joy.
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Day-to-day dyslexia in the classroom / / Joy Pollock, Elisabeth Waller, and Rody Politt
| Day-to-day dyslexia in the classroom / / Joy Pollock, Elisabeth Waller, and Rody Politt |
| Autore | Pollock Joy. |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | 1 online resource (xiv, 203 p. ) : ill |
| Disciplina | 371.91/44 |
| Altri autori (Persone) |
PolittRody
WallerElisabeth |
| Soggetto topico |
Dyslexic children - Education
Dyslexia |
| ISBN |
1-134-29963-X
0-415-33971-5 1-134-29964-8 1-280-09520-2 0-203-46189-4 |
| Classificazione | 80.27 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Dyslexia 2. Ears, Eyes and IQs 3. Speech and Language Processing 2. Add and Dyspraxia 5. Movement 6. Reading 7. Spelling 8. Handwriting 9. Sequencing 10. Orientation 11. Numeracy 12. Study Skills 13. Classroom Management 14. Summary |
| Record Nr. | UNINA-9910783465503321 |
|
Pollock Joy.
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Day-to-day dyslexia in the classroom / / Joy Pollock, Elisabeth Waller, and Rody Politt
| Day-to-day dyslexia in the classroom / / Joy Pollock, Elisabeth Waller, and Rody Politt |
| Autore | Pollock Joy. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London ; ; New York : , : RoutledgeFalmer, , 2004 |
| Descrizione fisica | 1 online resource (xiv, 203 pages) : illustrations |
| Disciplina | 371.91/44 |
| Altri autori (Persone) |
PolittRody
WallerElisabeth |
| Soggetto topico |
Dyslexic children - Education
Dyslexia |
| ISBN |
1-134-29963-X
0-415-33971-5 1-134-29964-8 1-280-09520-2 0-203-46189-4 |
| Classificazione | 80.27 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Dyslexia 2. Ears, Eyes and IQs 3. Speech and Language Processing 2. Add and Dyspraxia 5. Movement 6. Reading 7. Spelling 8. Handwriting 9. Sequencing 10. Orientation 11. Numeracy 12. Study Skills 13. Classroom Management 14. Summary |
| Record Nr. | UNINA-9910810505103321 |
|
Pollock Joy.
|
||
| London ; ; New York : , : RoutledgeFalmer, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The dyscalculia assessment / / Jane Emerson and Patricia Babtie ; foreword by Brian Butterworth
| The dyscalculia assessment / / Jane Emerson and Patricia Babtie ; foreword by Brian Butterworth |
| Autore | Emerson Jane |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London, England : , : Bloomsbury Education, , 2013 |
| Descrizione fisica | 1 online resource (209 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching
Dyslexic children - Education Learning disabilities - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4729-2100-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910511329203321 |
|
Emerson Jane
|
||
| London, England : , : Bloomsbury Education, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The dyscalculia assessment / / Jane Emerson and Patricia Babtie ; foreword by Brian Butterworth
| The dyscalculia assessment / / Jane Emerson and Patricia Babtie ; foreword by Brian Butterworth |
| Autore | Emerson Jane |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | London, England : , : Bloomsbury Education, , 2013 |
| Descrizione fisica | 1 online resource (209 pages) |
| Disciplina | 510.71 |
| Soggetto topico |
Mathematics - Study and teaching
Dyslexic children - Education Learning disabilities - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4729-2100-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910529835203321 |
|
Emerson Jane
|
||
| London, England : , : Bloomsbury Education, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dyslexia : a practitioners handbook / / Gavin Reid
| Dyslexia : a practitioners handbook / / Gavin Reid |
| Autore | Reid Gavin |
| Edizione | [Fifth edition.] |
| Pubbl/distr/stampa | Chichester, England : , : Wiley Blackwell, , 2016 |
| Descrizione fisica | 1 online resource (505 p.) |
| Disciplina | 371.9144 |
| Soggetto topico |
Dyslexic children - Education
Dyslexic children - Ability testing Curriculum planning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-98011-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910460573303321 |
|
Reid Gavin
|
||
| Chichester, England : , : Wiley Blackwell, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dyslexia : A Practitioner's Handbook
| Dyslexia : A Practitioner's Handbook |
| Autore | Reid Gavin |
| Edizione | [5th ed.] |
| Pubbl/distr/stampa | Hoboken : , : John Wiley & Sons, Incorporated, , 2016 |
| Descrizione fisica | 1 online resource (505 pages) |
| Disciplina | 371.91/44 |
| Soggetto topico | Dyslexic children - Education |
| ISBN |
9781118980118
9781118980040 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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‐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?.
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. 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 -- 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. 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. 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 -- 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. Staff Development. |
| Record Nr. | UNINA-9910814993803321 |
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Reid Gavin
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| Hoboken : , : John Wiley & Sons, Incorporated, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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