We are gradually building a list of
list of current books of interest to professionals working in the field of dyslexia.
Suggestions for new entries are always welcome.
Dyslexia
- a Practitioner's Handbook,
by Gavin Reid, pub. Wiley, 1999.
ISBN 0415206332.
Visual
processing - how the information on the page is transmitted to the brain - is
one of the key candidates in the search for exactly how children, both normal
and those experiencing difficulty, learn to read. Surprisingly perhaps, the topic
has often been neglected by researchers in the field. This text provides a review
of some important work on the subject. John Everatt and his team include investigations
into eye movements and fixations, visual span, attentional focus, visual pathways,
inhibition and interference. Each chapter considers the development of reading
ability and individual differences between experienced readers, competent and
disabled readers. The volume provides a resource for all those interested in reading
ability. It should be especially useful for researchers and academics in psychology
and education. UK
| USA
Dyslexia
and Self-concept,
by Bob Burden, pub. Whurr (John Wiley), UK, 2005.
ISBN 1-86156-483-X.
£17.50
This
outstanding book addresses the important area of dyslexic children's perception
of themselves and how this is shaped by people and processes within their early
school careers. It draws upon hitherto neglected psychological concepts such as
self-efficacy, locus of control and learned helplessness to explain within a social-interactivist
framework the powerful effect of self-perceptions on the social, emotional and
academic development of 50 dyslexic boys. Techniques for assessing these factors
are described and research evidence is provided to demonstrate how a sense of
dyslexic pride associated with positive academic outcomes can be achieved. Amazon
UK
only.
Reading
and Dyslexia, ed.
John Everatt, pub. Routledge, 1999.
ISBN 0415206332.
Visual
processing - how the information on the page is transmitted to the brain - is
one of the key candidates in the search for exactly how children, both normal
and those experiencing difficulty, learn to read. Surprisingly perhaps, the topic
has often been neglected by researchers in the field. This text provides a review
of some important work on the subject. John Everatt and his team include investigations
into eye movements and fixations, visual span, attentional focus, visual pathways,
inhibition and interference. Each chapter considers the development of reading
ability and individual differences between experienced readers, competent and
disabled readers. The volume provides a resource for all those interested in reading
ability. It should be especially useful for researchers and academics in psychology
and education. UK
| USA
.
Learning Disabilities in
Higher Education and Beyond - An International Perspective,
edited by Susan A. Vogel, Gila Vogel, Varda Sharoni, Orit Dahan, pub. York Press,
Inc. MD.
ISBN 0-912752-74-2.
Pgs. 384 ($59.50, £32.48)
This
is an excellent reference book and one that many academics, and in fact all involved
in the field of learning disabilities (LD) and dyslexia in higher education, will
utilise to guide and support their practice. A book of this proportion with 17
chapters containing perspectives from United States, Canada, United Kingdom and
Israel is challenging for any editorial team. This team however seem very well
equipped to deal with this challenge, all having a wealth of experiences in this
sector. Susan Vogel is very accomplished in this area with a high profile within
the United States and beyond. The other three editors are all from Israel and
similarly are very accomplished in the field. The editors should be applauded
in the construction and in the editing of this book. Additionally they have succeeded
in gathering the foremost authors from the four countries to express a range of
theoretical and practical perspectives relating to LD in Higher education and
beyond. One of the potential difficulties in any international book such as this,
is the confusion that can arise in the variation of how terms, such as learning
disabilities and dyslexia, are understood in different countries. More
Dyslexia in the Workplace - by Diana
Bartlett, Sylvia Moody
pub. Whurr.
ISBN:
1-86156-172-5
This text is designed for both dyslexic adults and for professionals
concerned with helping them, for example psychologists, tutors, therapists, researchers,
disability advisors and welfare officers. It also offers advice to employers on
how to help dyslexic staff.|The book covers the nature of dyslexic difficulties
and their effects, both practical and emotional. Dyspraxic difficulties are also
discussed. Assessment tests are described and reviewed and research is summarized.
Detailed advice is given on tackling the difficulties; topics covered include
work organization and effective work methods, reading and writing for work purposes,
memory skills, oral presentation and interation, and dealing with the emotions
associated with dyslexia. Finally, guidance is given on the Disability Discrimination
Act and sources of information and help are listed. Throughout the book, there
are numerous case studies designed to capture the immediate experiences of dyslexic
people at work.
Tackling Dyslexia
- by Ann Cooke (Dyslexia
Unit, University College of North Wales, Bangor)
pub. Whurr.
ISBN:
1-86156-065-6
This book describes an approach to teaching which is designed
to take account not only of the problems encountered by children with dyslexia
when learning to read, spell and write, but also of the nature of the task that
the dyslexic child is trying to master. This second edition has been revised and
expanded to include modern approaches to the teaching of phonics, recent ideas
about developing reading skills, the revised National Curriculum and the Code
of Practice, and developments in IT and software for teaching. Chapters have been
added covering early recognition, helping younger children, and difficulties with
mathematics. The sections on testing and monitoring work and on materials and
games for teaching have also been expanded to form individual chapters.
Dyslexia
and Vision - by Bruce
J.W. Evans (Director of Research, Institute of Optometry, London
pub. Whurr.
ISBN:
186156242X
The role of Visual factors in dyslexia has been the subject of
controversy for many years. Recently, it has been claimed that some cases of dyslexia
benefit from visual treatments, such as eye exercises, patching, and coloured
glasses. Dyslexia and Vision summarises the main visual factors that have been
claimed to be associated with dyslexia and examines the evidence relating to these
claims. Throughout the book, an attempt is made to adopt an "evidence based" approach,
concentrating on objective scientific evidence and noting where this is lacking.
This analysis reveals which visual factors are associated with dyslexia and notes
that although some visual treatments may be appropriate in certain cases, visual
treatments are not cures for dyslexia. Dyslexia and Vision is written for people
who do not have an expert knowledge of eyes and vision, primarily for teachers,
educational psychologists, and paediatricians. For the more technically minded,
appendices are included which list the scientific publications supporting the
statements made in the body of the book.
Dyslexia
Theory and Good Practice - by Angela
Fawcett (University of Sheffield)
pub. Whurr.
ISBN:
1861562101
Considerable progress has been made in identifying the causes of
dyslexia and providing intervention to break into the cycle of failure. This selection
of papers, from the 5th International Conference of the British Dyslexia Association
in 2001, brings together perspectives on aspects of theory and practice. A key
feature is the inclusion of a series of chapters on good practice from infancy
to adulthood, in addition to themes on biological bases, cognitive processes and
intervention. The research reported covers all the major theories of dyslexia
and reflects state-of-the-art knowledge in developing areas such as genetics and
infancy research.|Authors include not only keynote speakers Maryanne Wolf, Joe
Torgesen and John Stein, but also many other major international players. A particular
highlight is the call from Rod Nicolson to consider targets for dyslexia research
for the next decade, in terms of unity of purpose.
Dyslexia
Students in Need - by Pat
Heaton (Director of Teaching, Royston Dyslexia Unit, Barnsley) Gina Mitchell (University
of Bradford)
pub. Whurr.
ISBN:
1861561792
A guide for students with dyslexia in further and higher education.
Printed partially on special coloured paper and in an easy-to-read typeface, it
tackles the problems and challenges identified by students themselves. It contains:
information on applications and admissions to colleges and universities; advice
on how to seek information, support and funding in connection with dyslexia from
institutions; advice on how to apply for funding from the Disabled Students' Allowance
(DSA); discussion of study skills relevant to dyslexia and to course requirements;
examples of how to maximise the strengths and abilities associated with dyslexia;
ideas about the use of computers, software and other technologies relevant to
dyslexia; tips on how to cope with revision and exams; and personal case studies
written by undergraduate and postgraduate students with dyslexia.
Reading
Development and Dyslexia - by Charles
Hulme (University of York) Margaret Snowling (University of Newcastle upon Tyne)
pub.
Whurr.
ISBN:
1897635850
Explanations of reading disorders need to be framed in terms of
theories of the normal development of reading and spelling. This collection of
papers, based on a selection of those to be presented to the Third International
Conference of the British Dyslexia Association, in April 1994, brings together
studies of dyslexia and normal reading development. Key topics include the role
of underlying language skills for the development of reading and reading disorders,
individual differences amongst dyslexic readers, the biological bases of dyslexia,
and techniques for improving reading skills in dyslexic and other poor readers.
The
Dyslexic Adult - by David
McLoughlin Carol Leather Patricia Stringer
pub. Whurr.
ISBN:
1861560451
This book aims to promote greater understanding of the nature of
dyslexia as it is manifested in the adult years, and to describe the skills professionals
need if they are to empower dyslexic people through the process of assessment,
counselling, teaching and training.
Dyslexia
in Adults: Education and Employment - by Gavin
Reid and Jane Kirk
pub. Wiley.
What
is dyslexia and hown is it assessed in adults? What is the most appropriate training
for those who work with dyslexic people? This comprehensive guide is for professionals
working with adults with dyslexia in the learning and working environment. It
uses practical definitions and offers advice that can be understood by professionals
and employers with little or no previous understanding of dyslexia. Dyslexia in
Adults: Education and Employment covers key aspects of learning in adults with
dyslexia, including individual profiles, strengths and difficulties, the role
of the tutor, course design, assessment and method of teaching, as well as providing
a number of support strategies. Case studies highlights the needs of employers
and dyslexic adults in the workplace and give examples of good practice. An invaluable
text for teachers and practitioners in the field of dyslexia, adults with dyslexia,
employers, and educational and occupational psychologists. UK
| USA.
Dyslexia
and Stress - by T.R.
Miles
pub. Whurr.
ISBN:
1861563833
Though a good deal is known about the remediation of dyslexics
of all ages, there is growing awareness among teachers and others that there is
much more to their work that teaching literacy skills. Most of us experience stress
at some point in our lives, but experience suggests that dyslexics are particularly
vulnerable to it. This book presents documented evidence on the subject.|The second
edition has been substantially rewritten and contains contributions from both
dyslexics and non-dyslexics. Many of the contributors to the first edition have
substantially rewritten their original chapters. Among the new contributors are
Morag Kiziewicz, herself dyslexic and a learning support manager at the University
of Bath; Michael Lea, a professional musician; and Julian Cox, who, in the editor's
view, was unjustly convicted of murder by the courts when the whole event leading
to this was a tragic accident brought about by his disabilities. All describe
the ways in which dyslexia has influenced their lives. There are also chapters
by Lindsay Peer, who writes from her standpoint as education office of the British
Dyslexia Association and Melanie Jameson, who is advisor to the Adult Dyslexia
organization and speaks of the way dyslexics' stresses in the lawcourts sometimes
lead to serious miscarriages of justice.
Music
and Dyslexia - by Time
Miles John Westcombe
pub.
Whurr.
ISBN:
1861562055
This collection of essays demonstrate how dyslexics can also be
highly gifted musicians, despite difficulties in reading and remembering musical
notation. Ten of the 21 contributors are themselves dyslexic and each relates
their personal experiences and in most cases eventual success.
The
Dyslexic Adult in a Non-Dyslexic World - by Cynthia
Klein Ellen Morgan (University of North London)
pub. Whurr.
ISBN:
1861562071
A manual for teachers, employers, careers advisers, counsellors
and any others who work with, support or live with dyslexic adults. Using case
studies and adult "voices" to illustrate and elaborate their points, the authors
explore a range of issues affecting dyslexic adults. The book approaches an understanding
of the lives of dyslexic adults through examining their cognitive style and how
this affects them in their personal, academic and work lives. It examines the
importance of diagnosis and discusses many of the contentious issues surrounding
the procedures for assessing dyslexic adults. Finally, it takes a look into the
future by suggesting that changes in the 21st century may alter the role which
dyslexic adults play in society and encourages the non-dyslexic world to value
the contributions which dyslexic adults can make.
Dyslexia
in Context: Research, Policy and Practice - by Angela
Fawcett Gavin Reid
pub. Whurr.
ISBN:
1861564260
This book highlights the most recent developments in the area of
research, policy and practice. All the authors are well known in the field of
dyslexia and they will offer significant contributions at the forthcoming BDA
conference 'Dyslexia: the dividends from research to policy and practice' to be
held at Warwick University in March 2004. In addition to the opening chapter,
which provides an overview of developments in dyslexia, there are also chapters
on the research associated with neurological factors, the cerebellum, genetics
and the links between research and practice. The policy section provides insights
into policy developments from Europe, the UK and the United States, as well as
polic developments relating to both children and adults. The practice section
is comprehensive with chapters on multilingualism, the range of specific learning
difficulties, ICT, mathematics, the implications for the classroom from the science
of learning and the features of dyslexia friendly schools.
Dyslexia
and Inclusion - by Barbara
Riddick (University of Newcastle) Marion Farmer Christopher Sterling (University
of Northumbria)
pub. Whurr.
ISBN:
1861563140
This text reflects issues relating to the assessment and support
of students with dyslexia within universities and other institutions of higher
education. It considers how current practice in relation to higher educational
provision for this group can be developed to facilitate inclusion.|The text presents
the results of a series of qualitative and quantitative studies which investigate
the coping, adjustment and perceptions of students with dyslexia and the attitudes,
perceptions and support strategies of academic and supprot staff within the university
sector who are concerned to improve the educational experience for all students.
It should also be of interest to teachers in secondary and further education who
are preparing students for higher education entry. Researchers in the area of
dyslexia and the students themselves should also find much to increase their understanding
of this complex aspect of individual development.
Students
and Dyslexia - by Barbara
Riddick
pub. Whurr.
ISBN:
1861560419
Drawn from a research study of university students with dyslexia,
this book presents transcripts of interviews in which students give accounts of
their experiences of growing up with dyslexia.|Following introductory chapters
reviewing some of the present definitions of dyslexia and outlining the research
methodology used for this study, the main body of the book comprises the accounts
of individual students and a look at how these relate to some of the wider theoretical
and practical issues surrounding dyslexia.|The students, who volunteered for the
study, varied considerably in age and life development - from those still in their
teens who had just left home, to middle aged mature students with children of
their own - and came from a wide range of social and economics backgrounds. This
made for a rich and diverse picture of students with dyslexia.|The concluding
chapter summarises the main issues raised in the book and discusses possible solutions.
Psychological
Assessment of Dyslexia - by Martin
Turner
pub. Whurr.
ISBN:
1897635532
Great strides have been made recently in the availability of measurement
technology able to describe accurately individual cognitive variation. At the
same time, understanding of replicable and fair assessment practices in the dyslexia
field has increased, as what dyslexia is has become clearer.|This book provides
a guide to the many issues involved in psychological assessment, taking dyslexia
to be a remedial cognitive deficit. The major tests in use for children and adults
are also reviewed.
Your contribution about
a helpful academic book, or a book review, will be much appreciated. Please send
it to the Editor, John Bradford, at:
