The Routledge Companion to Dyslexia

The Routledge Companion to Dyslexia is a ground-breaking analysis of the whole field of dyslexia by a distinguished team of international contributors and editors, engaged in literacy, inclusion and learning. Their diverse perspectives and wide expertise make this invaluable guide one of the most important additions to the field of dyslexia for over a decade. Dyslexia is without doubt the most high profile and contentious learning difficulty, and it is a topic that has attracted a vast amount of research, opinion, professional schisms, and debate. The Companion provides an invaluable overview of the field of dyslexia with vital and clear emphasis on linking theoretical perspectives with best practice. This accessible text: presents a survey of current and future development in research, with a focus on how research can inform practice focuses on areas such as neurobiology, phonological processing, literacy acquisition, numeracy and multilingualism considers assessment and identification, with contributions on early identification, reading, spelling and mathematics addresses identifying and meeting needs in an inclusive context discusses inclusion and barriers to learning in a variety of different national contexts includes models of instruction, direct instruction, co-operative learning and cross-curricular learning. The Routledge Companion to Dyslexia is a superb resource for anyone interested in the subject, whether in education or related subjects such as psychology or neurology. Fully indexed and cross-referenced, with helpful further reading sections at the end of each entry, it is ideal for those coming to the field of dyslexia for the first time as well as students and practitioners already familiar with the subject.

Table of Contents:
Part 1: Research - Current and Future Developments 1. Dyslexia - An Overview of Recent Research 2. Dyslexia and IQ: From Research to Practice 3. Dyslexia and Cognitive Skills 4. Dyslexia and Glue Ear Syndrome 5. Visual Stress and Dyslexia Part 2: Dimensions of Dyslexia 6. The Role of Early Identification – Models from Practice 7. The Role of Early Identification – Models from Research and Practice 8. Identification and Assessment of Dyslexia and Planning for Learning 9. Extending Literacy Skills – Issues for Practice 10. Spelling: Development, Assessment and Instruction 11. Dyscalculia and Learning Difficulties in Mathematics 12. Phonological Awareness in Reading Disabilities Remediation: Some General Issues 13. Alternative and Innovative Interventions for Dyslexia – A Critical Commentary Part 3: Identifying and Meeting Needs in an Inclusive Context: Inclusion and the Barriers to Learning 14. How Compatible is the Recognition of Dyslexia with Inclusive Education? 15. Identifying and Overcoming the Barriers to Learning in an Inclusive Context 16. Dyslexia in the Secondary School: Improving Whole School Achievement Through Dyslexia Aware Best Practice 17. School-wide Professional Development to Raise Students’ Literacy Levels at Clyde Quay School, Wellington, New Zealand 18. Dyslexia: Overcoming the Barriers of Transition 19. Overcoming the Barriers to Literacy: An Integrated, Contextual Workshop Approach 20. The Implications of Students' Perspectives on Dyslexia for School Improvement Part 4: Identifying and Meeting Needs in Further, Higher Education and the Workplace 21. The Development of Protocols for Assessment and Intervention at University for Students with Dyslexia 22. Reading Comprehension Solutions for College Students with Dyslexia in an Era of Technology: An Integrated Approach 23. Dyslexia: Meeting the Needs of Employers and Employees in the Workplace Part 5: Diversity, Culture and Language 24. Dyslexia and Foreign Language Learning 25. Reading and Dyslexia in Arabic 26. Reading and Reading Disabilities in Spanish and Spanish-English Contexts 27. Responsive Approaches to Literacy Learning Within Cultural Contexts

About the Author :
Moray House School of Education, University of Edinburgh, UK

Review :
There is need for new books looking at current research findings and alternative educational methodologies. It is unusual to have them altogether. The additional section which touches on multilingualism is also rare. There is very little on the market in this area; an area of paramount importance in Europe, the Middle East etc. I definitely recommend you publish this book. Please let me know when it is due out – I will be happy to recommend it on my travels as I lecture around the world Lindsey Peer, formerly Education Director and Deputy CEO of the British Dyslexia Association. The book would appeal to academics and researchers in the field of dyslexia and the inclusion of 4 editors from different continents should be an asset. This is probably particularly important within the USA market where ‘non- american’ literature tends to be neglected. Gavin Reid is certainly a recognised authority in the field of dyslexia and Janice Wearmouth in the field of Inclusion in the UK, and to some extent abroad. Deborah Knight I’ve heard of but am uncertain how high her profile is in the USA. This should be an excellent addition to the literature Barbara Riddick, University of Sunderland