This book overviews dyslexia research literature and discusses the
most effective techniques for teaching children with dyslexia. With over
200 references, this up-to-date, research-based resource is a must-have
for teachers of students with dyslexia of all ages.

This essential book is divided into three parts:

• Part I
  outlines the underlying psychological and cognitive processes that
  support both beginning reading and mature, sjkilled reading. Historical
  and current views of the nature of dyslexia are also discussed, as well
  as issues of diagnosing dyslexia.
• Part II
  addresses general principles of instruction for students with dyslexia,
  such as systematic, direct instruction, and assessment-based planning
  for components of language arts programs (e.g., phonemic awareness,
  phonics, fluency, vocabulary, comprehension, spelling, handwriting, and
  written composition).
• Part III describes
  particular programs for students with reading difficulties, such as The
  Lindamood LiPS Program, Reading Recovery, The Wilson Reading System, and
  Project Read.

Recent trends in educating those with
dyslexia are also addressed, including inclusive classrooms, balanced
literacy, and the standards and accountability movement. It discusses
the need for stronger teacher preparation in reading and acknowledges
how invented spelling can ease the transition from phonemic processing
to written language as well.

This is an important book for
teachers, reading specialists, special educators, and dyslexia
specialists to have in their resource library. It provides a
comprehensive overview of dyslexia while also offering specific
strategies and techniques that will help your struggling readers.

To see more of this product's contents:

• Preface
• Table of Contents

370 pages 6 x 9 softcover 2005