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Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia. Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned.
In every country, and in every language, a significant proportion of children struggle to master the skill of reading. In 2014, The Dyslexia Debate examined the problematic interpretation of the term 'dyslexia' as well as questioning its efficacy as a diagnosis. Ten years on, The Dyslexia Debate Revisited reflects on the changes in dyslexia assessment and treatment over the last decade, including the introduction of dyslexia legislation in many US states. Addressing the critical responses to their original challenge of the dyslexia construct, Julian G. Elliott and Elena L. Grigorenko also consider why, despite scientific critiques, existing dyslexia conceptions and assessment practices continue to be highly attractive to many professionals, individuals, and families. Based on current scientific knowledge, the authors strive to promote a shared understanding of reading difficulties and emphasize the importance of providing timely and appropriate intervention and support to anyone who faces difficulties with learning to read.
Developmental Dyslexia from Birth to Eight takes a fresh approach to a condition which is often poorly understood and unjustly stigmatised. Illuminating the latest neurological advances in the field, this book will empower educational professionals to play a decisive role in supporting and encouraging children with dyslexia. With an overarching focus on the ways in which practitioners can advance children’s development and learning, Developmental Dyslexia from Birth to Eight recognises the varying guises in which this information-processing difference might present, and addresses the challenges that this creates for children and practitioners alike. Each chapter provides the reader with a thorough examination and explanation of dyslexia, along with reflective examples, case studies and relevant further reading. Areas of focus include: The origins and identification of dyslexia Intervention strategies and alternative therapies Observation and assessment Dyslexia and English as a foreign language Dyslexia-friendly settings National and global policy on provision for dyslexic children An engaging and accessible guide, this book will be an invaluable resource for educational practitioners and childcare specialists seeking to enhance their knowledge and understanding of dyslexia, to better support the children in their care.
This fully updated fourth edition of Children in Difficulty explores some of the most common, yet incapacitating, difficulties often encountered by young children and adolescents. Drawing on the latest research and with case studies throughout, chapters cover topics such as challenging behaviour and school refusal, eating disorders, anxiety and depression, substance misuse, neurodevelopmental disorders, dyslexia and dyspraxia. The book provides a deeper understanding of each difficulty, considering the complexities of each problem at depth and analysing the best forms of intervention. It includes insights from the fields of genetics and neuroscience, and ensures that claims for the effectiveness of specific interventions are supported by rigorous scientific evidence. Features of this new edition include: Up-to-date insights from the fields of psychology, genetics and neuroscience Recognition of the increasing impact of social media and the internet on children and young people. Written by experts in the field, this book distils high level scientific and clinical knowledge in a way that is accessible to professionals from a range of child-care disciplines. It will be of significant value to those working in education, health or social care, and anyone who needs to be able to recognise and help children in difficulty.
This essential text for primary trainees and teachers examines the key skill of writing beyond the earliest school years. Teaching writing involves much more than simply teaching the mechanics of spelling, grammar and punctuation, important though these are. There are particular issues around writing in school, including the fact that children’s writing consistently lags behind their reading in external tests such as SATs, boys’ relative lack of success and teachers’ lack of confidence in modelling writing. This book addresses these topics as well as focusing on other pertinent practice issues such as working with proficient writers, engaging disengaged writers and working with children who have EAL and SEN.
ABC of Neurodevelopmental Disorders An accessible and up-to-date discussion of the most common neurodevelopmental disorders ABC of Neurodevelopmental Disorders In ABC of Neurodevelopmental Disorders, Dr Munib Haroon delivers an insightful and practical introduction to various neurodevelopmental conditions, as well as discussions about their most common comorbid mental health conditions. The author offers a broad overview of neurodiversity and neurodevelopmental disorders to help you understand how people who are neurodivergent may present in a clinical environment, how they should be assessed, and how they can best be managed. Each chapter provides a list of resources for further reading and for exploring these evolving, important, and fascinating topics in greater detail. You’ll also find: A thorough introduction to ADHD, autism, intellectual developmental disorders, tics and Tourette’s disorder, developmental co-ordination disorder and specific learning disorder An introduction to clinical and non-clinical outcomes for different neurodevelopmental disorders Chapters on the assessment of mental health conditions in children, young people and adults with neurodevelopmental disorders Discussion about the genetic basis of neurodevelopmental disorders, including a specific chapter on this topic A standalone chapter on Foetal Alcohol Spectrum Disorder Aimed at doctors and mental health practitioners including community paediatricians, psychiatrists, psychologists, counsellors, addiction specialists, social workers and trainees in these fields. ABC of Neurodevelopmental Disorders will also benefit healthcare workers who regularly treat neurodivergent people in a variety of settings.
Expert guidance on the features of dyslexia and the most effective treatment options Essentials of Dyslexia Assessment and Intervention allows psychologists, graduate students, reading specialists, and others to quickly acquire the knowledge and skills needed to treat individuals struggling with dyslexia. This book provides step-by-step guidance on accurately identifying, assessing, and using evidence-based interventions with individuals with dyslexia. Addressing the components that need to be considered in the assessment of dyslexia—both cognitive and academic—this book includes descriptions of the various tests used in a comprehensive dyslexia assessment along with detailed, evidence-based interventions that professionals and parents can use to help individuals struggling with dyslexia. A part of the trusted Essentials of Psychological Assessment series, this book features concise chapters designed to facilitate retention of key concepts with callout boxes, bullet points, and extensive illustrations. Additionally, the chapters contain questions to test your knowledge and reinforce what you have learned. This updated second edition covers essential topics for today’s professionals, including genetic factors, reading instruction, technology, and dyslexia in schools. Gain an understanding of the neurological and genetic causes and risk factors of dyslexia Assess reading fluency, phonological awareness, and other markers of dyslexia Discover the latest interventions for improving reading and spelling in individuals with dyslexia Learn to pick up on cues that help with early identification and treatment of dyslexia Providing an in-depth look at dyslexia, this straightforward book presents information that will prepare school psychologists, neuropsychologists, educational diagnosticians, special education teachers, as well as general education teachers, to recognize, assess, and provide effective treatment programs for dyslexia. The book is also a good resource for parents who are helping a child with dyslexia.
In 1896 the British physician William Pringle Morgan published an account of “Percy,” a “bright and intelligent boy, quick at games, and in no way inferior to others of his age.” Yet, in spite of his intelligence, Percy had great difficulty learning to read. Percy was one of the first children to be described as having word-blindness, better known today as dyslexia. In this first comprehensive history of dyslexia Philip Kirby and Margaret Snowling chart a journey that begins with Victorian medicine and continues to dyslexia’s current status as the most globally recognized specific learning difficulty. In an engaging narrative style, Kirby and Snowling tell the story of dyslexia, examining its origins and revealing the many scientists, teachers, and campaigners who put it on the map. Through this history they explain current debates over the diagnosis of dyslexia and its impact on learning. For those who have lived experience of dyslexia, professionals who have supported them, and scholars of social history, education, psychology, and childhood studies, Dyslexia reflects on the place of literacy in society – whom it has benefited, and whom it has left behind.
