Dyslexia and Learning Style
A Practitioner's Handbook
(Sprache: Englisch)
Dyslexia and Learning Style provides a strong bridge between theory and practice in an accessible manner for busy practitioners. The Second Edition contains essential up-to-date analysis and practical application.
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Dyslexia and Learning Style provides a strong bridge between theory and practice in an accessible manner for busy practitioners. The Second Edition contains essential up-to-date analysis and practical application.
Klappentext zu „Dyslexia and Learning Style “
The second edition of this highly successful book, Dyslexia and Learning Style builds on the latest research to extend its practical, evidence-based approach to learning style in the educational environment. Containing a response to the most recent critical insights into style theory and new suggestions for practical work for students within a range of educational contexts, this book remains essential for any teacher wishing to use awareness of style preferences to ensure that all students are helped to succeed.Recent government policy emphasises inclusive teaching for all and personalised learning. This means that all teachers need to consider how they can adapt the ways in which they teach to maximise success for all learners.
The first section of this practical book provides an overview of the latest research into both dyslexia and learning style and how pupils should be helped to consider the ways in which they can take responsibility to make use of their style preferences to learn effectively. The second section provides ways in which style preferences can be established. It offers techniques to help students absorb, process and create responses to information across the curriculum. It suggests practical ways in which teachers can adapt material to make it accessible to a range of learners and provides activities to help students develop a more flexible approach to learning throughout their studies in school and higher education.
The second edition of this highly successful book, Dyslexia and Learning Style builds on the latest research to extend its practical, evidence-based approach to learning style in the educational environment. Containing a response to the most recent critical insights into style theory and new suggestions for practical work for students within a range of educational contexts, this book remains essential for any teacher wishing to use awareness of style preferences to ensure that all students are helped to succeed.
Recent government policy emphasises inclusive teaching for all and personalised learning. This means that all teachers need to consider how they can adapt the ways in which they teach to maximise success for all learners.
The first section of this practical book provides an overview of the latest research into both dyslexia and learning style and how pupils should be helped to consider the ways in which they can take responsibility to make use of their style preferences to learn effectively. The second section provides ways in which style preferences can be established. It offers techniques to help students absorb, process and create responses to information across the curriculum. It suggests practical ways in which teachers can adapt material to make it accessible to a range of learners and provides activities to help students develop a more flexible approach to learning throughout their studies in school and higher education.
Recent government policy emphasises inclusive teaching for all and personalised learning. This means that all teachers need to consider how they can adapt the ways in which they teach to maximise success for all learners.
The first section of this practical book provides an overview of the latest research into both dyslexia and learning style and how pupils should be helped to consider the ways in which they can take responsibility to make use of their style preferences to learn effectively. The second section provides ways in which style preferences can be established. It offers techniques to help students absorb, process and create responses to information across the curriculum. It suggests practical ways in which teachers can adapt material to make it accessible to a range of learners and provides activities to help students develop a more flexible approach to learning throughout their studies in school and higher education.
Inhaltsverzeichnis zu „Dyslexia and Learning Style “
- Preface- Advanced organiser
Part One: Learning Style
Chapter 1 Different ways of seeing
Chapter 2 Different ways of learning
Part Two: Dyslexia
Chapter 3 The 3 `D's: Dyslexia, Definitions and Diagnosis
Chapter 4 Dyslexia - curse or blessing?
Chapter 5 Strengths and talents
Part Three: "It's No Use If You Can't Use It."
Chapter 6 Applying learning style theory to learning
Part Four: Strategies for Wholistic and Analytic Learners
Chapter 7 Wholistic approaches
Chapter 8 Analytical approaches
Part Five: Words or Pictures?
Chapter 9 Images and visualisation
Chapter 10 Verbal strategies
Part Six: What Were Those Last Ten Chapters About?
Chapter 11 Helping students to remember
- Last words: a caution
Appendix 1: Assessing the reading level of texts
Appendix 2: Strategies for kinesthetic learners
Appendix 3: Visual processing deficit checklist
Appendix 4: The Common Sight Word list
Appendix 5: Case studies
- References
- Further reading - a non-exhaustive list of useful references
Autoren-Porträt von Tilly Mortimore
Tilly Mortimore PhD, UKTilly is a lecturer in SpLD and Dyslexia at SouthamptonUniversity and a highly successful Wiley author. She has a Mastersin Education and Psychology and a PhD on the relationship betweenlearning style, dyslexia and learning support at University level.She has had great success with the first edition of this book andis a known expert in cognitive and learning styles, inclusion andspecific learning difficulties.
Bibliographische Angaben
- Autor: Tilly Mortimore
- 2008, 2. Aufl., 336 Seiten, Maße: 15,2 x 1,7 cm, Kartoniert (TB), Englisch
- Verlag: Wiley & Sons
- ISBN-10: 0470511680
- ISBN-13: 9780470511688
- Erscheinungsdatum: 26.03.2008
Sprache:
Englisch
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