Dyslexia and Literacy: Theory and Practice

Dyslexia and Literacy (Angela J. Fawcett);
The neurobiology of dyslexia (Deborah F. Knight and George W.Hynd);
Resolving the paradoxes of dyslexia (Uta Frith);
The phonological representations hypothesis of dyslexia(JanetHatcher and Marqaret J. Snowling);
Visual Processes (John Everatt);
The Balance Model of Reading and Dyslexia (Jean Robertson and DirkJ. Bakker);
Cognitive factors and Implications for Literacy (ChrisSingleton);
Literacy standards and factors affecting literacy: what nationaland international assessments tell us (Gerry Shiel);
Issues for assessment and planning of teaching and learning (GavinReid and Janice Wearmouth);
Reading processes, acquisition, and instructional implications(Linnea C. Ehri);
From assessment to intervention (Rea Reason);
Issues in the assessment of children learning English as anadditional language (Tony Cline);
The Role of the learning support co-ordinator (JaniceWearmouth);
Dealing with diversity in the primary classroom (MargaretCrombie);
Challenges in the secondary school (Lindsay Peer and GavinReid);
Individual Education Plans and dyslexia (Janet Tod);
A cognitive approach to dyslexia (Bob Burden);
Paired thinking (Keith Topping);
Metacognition and literacy (David Wray);
Critical literacy and access to the lexicon (George Hunt);
Changing definitions and concepts of literacy (Fidelma Healy Eames)