Dyslexia, Speech and Language

Höfundar: Margaret J. Snowling; Joy Stackhouse (Útgáfa: 2)
Dyslexia, Speech and Language

Kaup valmöguleikar

This authoritative handbook presents current ideas on the relationship between spoken and written language difficulties. It provides clinical and educational perspectives on the assessment and management of children's reading and spelling problems. The book begins with a theoretical overview. The second edition continues the theme of linking theory and practice. It is aimed at practitioners in the fields of education, speech and language therapy, and psychology.

Nánar um bókina

Útgefandi
Wiley Professional, Reference & Trade (Wiley K&L)
ISBN
9781118687758
Print ISBN
9781861564856
Format
ePub
Útgáfa
2
Höfundar
Margaret J. Snowling; Joy Stackhouse
Tungumál
English
Útgefið
2013-05-21
Prent takmörkun á líftíma
100
Prent takmörkun
10
Afritunar takmörkun
2

Kaflar

  • Cover page
  • Contents
  • Dedication
  • Title Page
  • Copyright
  • Preface to the Second Edition
  • Preface to the First Edition
  • Contributors
  • CHAPTER 1: Language skills and learning to read: the dyslexia spectrum
  • The concept of dyslexia
  • Phonological representations, learning to read and dyslexia
  • Biological evidence in support of the phonological deficit hypothesis
  • Language skills and learning to read: risk and protective factors
  • Conclusions
  • CHAPTER 2: Speech and spelling difficulties: what to look for
  • How do you know if a child has a speech difficulty?
  • A psycholinguistic perspective on speech and spelling
  • Predicting literacy performance: a longitudinal study
  • The unfolding nature of speech and spelling difficulties
  • Conclusions
  • CHAPTER 3: The dyslexic brain
  • Brain anatomy and physiology
  • Brain investigations and dyslexia
  • Summary and conclusions
  • Acknowledgements
  • CHAPTER 4: The prediction and screening of children’s reading difficulties
  • Predictors of reading achievement
  • Screening for children at risk of reading difficulties
  • Prediction and screening: outstanding issues
  • CHAPTER 5: Assessing speech and language skills in the school-age child
  • The assessment process
  • The case history
  • Assessing language skills within the classroom
  • Observation checklists
  • Standardized language assessments
  • Tests of discrete language skills
  • Assessing the bilingual child
  • Assessing speech output
  • Conclusions
  • Appendix 1: Assessment tests
  • CHAPTER 6: Assessing reading and spelling skills
  • The development of reading and spelling
  • Requisites for reading and spelling
  • Reading and spelling deficits in children with developmental dyslexia
  • Assessing reading skills
  • Assessing decoding skills
  • Assessing reading fluency
  • A case study of specific reading and spelling difficulty
  • Conclusions
  • Appendix 1: Standardized reading and spelling tests
  • CHAPTER 7: Assessing children’s reading comprehension
  • Identifying children with poor reading comprehension
  • Exploring the causes of children’s reading comprehension difficulties
  • Individual differences in poor comprehension
  • Assessing reading comprehension
  • Conclusions
  • CHAPTER 8: Short-term memory: assessment and intervention
  • Models of short-term memory
  • Short-term memory versus long-term memory
  • Development of short-term memory
  • Short-term memory and literacy
  • Principles for assessment and intervention
  • A holistic view of short-term memory
  • Assessment of memory skills
  • Intervention for children with memory difficulties
  • Conclusions
  • Appendix 1: Resources and publications
  • CHAPTER 9: Phonological awareness and reading intervention
  • The Reading Intervention programme
  • Who benefits from reading intervention? Evidence-based practice
  • ‘Sound linkage’ – a case study
  • Conclusions
  • Appendix 1: Resources and materials for teaching reading
  • CHAPTER 10: Spelling: challenges and strategies for the dyslexic learner and the teacher
  • Complexities and challenges
  • Meeting the challenges
  • Practical strategies for addressing the challenges
  • Conclusions
  • CHAPTER 11: Developing handwriting skills
  • Underlying deficits that cause handwriting difficulties
  • Ergonomics
  • Learning to write
  • Learning about letters
  • Mastering the formation of letters and numerals
  • Monitoring progress
  • Assessment of handwriting difficulties
  • Implementing a teaching programme
  • Conclusions
  • Appendix 1: Teaching handwriting resource list
  • CHAPTER 12: Managing the needs of pupils with dyslexia in mainstream classrooms
  • The ecological perspective
  • Setting suitable learning challenges
  • Responding to pupils’ diverse needs
  • Overcoming potential barriers to pupil learning
  • Conclusions: Towards an integrated approach to supporting pupils with dyslexia
  • Appendix 1: Useful websites
  • CHAPTER 13: The assessment and management of psychosocial aspects of reading and language impairments
  • What is meant by ‘psychosocial’?
  • Assessment of psychosocial aspects of reading and language impairments
  • Management of psychosocial aspects of reading and language impairments
  • Case profiles: Assessing and managing children with reading and language difficulties
  • Conclusions
  • CHAPTER 14: Supporting language and literacy in the early years: interdisciplinary training
  • The early-years setting
  • Influences on the ways in which early-years practitioners work together
  • Developing children’s language and literacy skills in the early years
  • How do early-years practitioners work with children in relation to language and literacy?
  • Interdisciplinary training
  • Language and literacy: Working together – an early-years training package
  • Conclusions
  • Acknowledgement
  • CHAPTER 15: Current themes and future directions
  • What is the relationship between spoken and written language difficulties?
  • Which children are at risk of literacy problems?
  • What kinds of support and intervention do these children need?
  • Who should deliver intervention?
  • References
  • Author index
  • Subject index