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"The toolkit... presents many strategies for meeting diverse learning needs, and methods for overcoming barriers to learning. These are clearly rooted in good practice and based on a wealth of relevant experience that the author has deftly woven into the narrative." Prof. Susan Tresnan, British Dyslexia Association.
Dyslexia - difficulty or difference Understanding Dyslexia - removing the barriers. Creating the feel-good factor
Spelling with a specific difference Learning styles and preferences - harnessing learning differences
Learning styles and comfort zones - working from inside out Dyslexia friendly means inclusion friendly - meeting diverse needs in mainstream settings
Dyslexia and revision - learning how to learn Maths as a specific learning difference
Dyslexia and EAL - mind friendly solutions The toolkit for the dyslexia friendly classroom
Responding to individual needs through classroom action The dyslexia friendly classroom in the dyslexia friendly school
Putting it all together - the opportunity to balance the cost.
Neil Mackay is well known in the UK as an independent education consultant in Dyslexia and other SEN issues, who previously worked as Senior Teacher and SENCO in a large comprehensive school in North Wales. Neil originated the phrase and concept of Dyslexia Friendly Schools, and works as a consultant to the BDA's "Dyslexia Friendly Schools" initiative, delivering training to schools and FE colleges on behalf of LEAs across the UK to develop inclusive practice for pupils with dyslexia and other SEN needs, with particular reference to harnessing the power of children's multiple intelligences.
How does the brain learn to
What are the best techniques to teach the reading brain?
Why do some brains have problems learning to read?
A fascinating study by a neuropsychologist on the mental processes of literacy acquisition, written in accessible language and supported by diagrams and other illustrations, this book will inform professionals and parents alike, and will challenge many academics with its strongly put case for a balanced approach to teaching reading.
Decoding and encoding Auditory and Visual modules of the brain Direct recall Upper and lower circuits Synthetic phonics Analytic phonics Phonics and whole language Developmental Dyslexia Neurological diversity Patterns of Reading etc.
Duncan Milne completed a PhD in Education and Psychology at the University of Aukland, New Zealand. His research has been published in leading scientific journals including Neuropsychology, Brain and Language, and Neurocase. He is also a director of BESA and an accomplished international speaker on reading acquisition.
THE SPELLING RULEBOOK
With over 170 pages giving all the linguistic rules and phonic principles of English spelling, The Spelling Rulebook includes generalisations for the phonic spelling of sounds and words, syllable division, rules of affixing and plural rules. Where there are known exceptions these are listed.
CAP IT ALL
A practical manual for assessing