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Dyslexia-friendly Practice in the Secondary Classroom

Dyslexia-friendly Practice in the Secondary Classroom

Other Titles in:
Secondary SEN

July 2008 | 158 pages | Learning Matters
The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children's cross-curricular learning. Further, it includes case studies and practical tasks to build readers' confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors' experience of working with dyslexic learners in different contexts over many years.
Section 1: What is dyslexia?
Definitions and theories. What is dyslexia?
Behaviours. What might you notice?
How might you ‘measure’ dyslexia?
Section 2: The role of the teacher
The dyslexia-friendly classroom
The dyslexic reader and writer in the secondary curriculum
Personalising the teaching and learning environment across the curriculum
Working with number and mathematics
Study skills
Section 3: Spreading the load
Working as a team
Managing behaviour
The dyslexia-friendly school

Practical and well structured text to support those trainees who have opted for a SEND pathway on the PGCE course.

Mrs Louise Beattie
Institute of Education, Worcester Univ.
November 22, 2013

This is an interesting text book which explores what dyslexia is and how it affects different students. Useful tips on how to provide a supportive environment.

Miss Nikki Lawrence
Teaching, Deeside College
May 20, 2012

This book sets out definitions, causal theories of dyslexia and learning behaviours in a very claer manner which my students found very useful.

It is very readable and uses underpinning theory to develop practical ideas for the classroom. It moves beyond the classroom to whole-school and community approaches. it is on my reading list for my MA Dyslexia: Research and Practice and British Dyslexia Association's Approved Teacher Status and Approved Practitioner Status awards.

Mrs Irene Scott
Faculty of Education (Parkgate), Chester University
May 16, 2012

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