Dyslexia
Theories, Assessment and Support

Dyslexia: Theories, Assessment and Support offers a broad perspective on dyslexia, providing a range of views from theory to practice which help explain the continued controversy surrounding the condition. Offering a framework on which to understand the concept of dyslexia, the book considers procedures that can both identify the condition and help support those with it. With a focus on self-concept, the authors highlight ways to positively influence both literacy acquisition and individual well-being.

This book is ideal reading for those taking courses on dyslexia or literacy learning difficulties within education, psychology and related disciplines. It will be of great interest to specialist teachers, special education staff, educational psychologists and those in related occupations.

PART 1: Introduction to the skills of reading and writing

Background to the book

The skill of reading and writing

Reading and writing development

Reading processes or skills

Overview of the rest of the book

PART 2: A background and framework to understand dyslexia

Introduction

Reading/learning disability and dyslexia

A brief history of dyslexia

Dyslexia and intelligence

Perspectives and definitions

A framework for dyslexia

PART 3: Theories of dyslexia

Introduction

Phonological processing and dyslexia

Differences in dyslexia across languages and orthographies

Accuracy versus speed and double deficit perspectives

Perceptual factors and visual processing deficit accounts

Motor and cerebellum deficit viewpoints

Morphology and meaning

Conclusions

PART 4: Identifying dyslexia

Introduction

Types of assessment methods

Assessment procedures and evaluation

Comparisons of the performance of dyslexic against norms

Differentiating dyslexia from other learning difficulties

Dyslexia across orthographies, languages and educational contexts

PART 5: Intervention

Introduction

A classification of intervention perspectives

General learning viewpoints

Literacy teaching methods

Phonological awareness training

Response to intervention

Assessment–intervention profiling

Multisensory learning

Working memory or meta-cognitive methods

Visual-and motor-related interventions

Conclusion

PART 6: Self-concept and dyslexia

Introduction

Defining self-esteem

A multi-dimensional model of self-esteem

Academic self-concept and education

Self-efficacy

Self-efficacy and education

Academic self-efficacy and beyond in education

Resilience

Resilience and education

Overall

Concluding views on improving literacy and self-concept

John Everatt is a Professor of Education at the University of Canterbury, New Zealand.

Amanda Denston is a post-doctoral researcher in Education at the University of Canterbury, New Zealand.