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Authors: Hugo Kerr
In this book the author examines the concept of dyslexia. He begins by looking at the cognitive psychology of literacy, that is, how the brain works when it reads, writes or spells. He then looks at some interesting and unusual new ideas such as the powerful effect of affect on learning and performance, the significance of learned helplessness to learning and literacy and the enigma of consciousness in our teaching. In his final chapter, he turns his attention to developmental dyslexia, offering a thorough but sceptical scrutiny of this subject.
This book has been organized into the following eight chapter and includes chapter notes and several appendices:
Introduction - in defence of cognitive psychology and what's in this book and how it may be used
Chapter One -Some basic neurology
Chapter two - Language management.
Chapter three - The Great Debate or ‘Reading Wars’.
Chapter Four - Reading: what is it and how do we do it?
Chapter Five - The background to spelling
Chapter Six - The meta-issue
Chapter Seven - Literacy and affect
Chapter Eight - Dyslexia
Authors: Louise Brazeau-Ward
This document, written in clear language, offers a starting point for those who want to learn more about dyslexia. The author has included information on the causes and characteristics of dyslexia and describes the dyslexic way of learning.
The author outlines the kinds of accommodations that may be needed in course requirements and testing. The document also includes a sample request for accommodation and a form to be attached to the student’s work.
Authors: Literacy BC
This list was compiled to help adult literacy educators find resources pertaining to learning disabilities. The list is organized according to six principles of good practice aimed at supporting a “whole life” approach to working with people with learning disabilities in adult literacy settings.
Those principles are: finding out about learning disabilities and how they shape adult literacy work; building relationships of trust and dialogue through intake, screening and learning profiles; “learning-disabilities friendly” instructional strategies and supports inside and outside the classroom; addressing issues that may come along with learning disabilities, such as fear, low self esteem, anxiety, experiences of violence, poverty and isolation; changing how the world thinks about learning disabilities through system advocacy, self advocacy and awareness raising; and self-directed professional development.
The resources deal with learning disabilities in general as well as with specific conditions like dyslexia, fetal alcohol spectrum disorder, attention deficit disorder, brain injury and deafness.
The resources listed include reports; books; websites; documentary films; literature reviews; and tool kits. Most listings include annotations.
Series: Learning Starts Early!
Dyscalculia refers to a persistent difficulty in learning or understanding concepts related to numbers, counting, and arithmetic, while dyslexia refers to difficulty with respect to reading and writing. This brief document offers a description of the two learning disabilities and a discussion of strategies for dealing with them.
The authors note that early identification is the key to preventing reading- and math-related learning difficulties in school-age children and the most successful interventions employ a combination of approaches and strategies. These interventions should begin in early childhood in order to avoid the emotional difficulties, behaviour problems, and loss of motivation to learn that can accompany learning disabilities.
The booklet was prepared by the Early Childhood Learning Knowledge Centre (ECLKC) of the Canadian Council on Learning (CCL) and is aimed at parents, service providers, policy makers and the general public.
Displaying Results 1 to 4 of 4