Gavin Reid is an experienced teacher, psychologist and author, and the owner/director of Dr Gavin Reid Education Consultants Ltd. He was formerly Senior Lecturer in the Department of Educational Studies at the University of Edinburgh, UK, and Visiting Professor in the Department of Education and Counseling Psychology and Special Education at the University of British Columbia in Vancouver, Canada. He is a director of the Red Rose School in Lancashire, UK, and a director of Global Educational Consultancies (GEC) based in Cairo, Egypt. He is chair of the BDA accreditation board, an ambassador for the Helen Arkell Dyslexia Centre and a consultant to Institute for Child Education and Psychology Europe (ICEPE). He is the author and editor of 27 books, and has lectured to thousands of parents and professionals in 70 countries. His work has been recognized with several educational awards, many of his books are used as course texts throughout the UK and in other countries, and they have been translated into Italian, French, Polish and Croatian.

About the Author xiv

Other Books by Gavin Reid xvi

Foreword xviii

Preface xxi

Chapter 1 Defining Dyslexia 1

Chapter 2 Explaining Dyslexia: The Range of Research 17

Chapter 3 Assessment: Issues and Considerations 35

Chapter 4 Identifying Needs 48

Chapter 5 Assessment: Approaches and Resources 66

Chapter 6 Reading-Social, Cultural and Government Perspectives 95

Chapter 7 The Acquisition of Literacy 108

Chapter 8 Reading Models and Methods 123

Chapter 9 The Acquisition of Literacy: Spelling 145

Chapter 10 Expressive Writing 158

Chapter 11 Teaching Approaches: Points to Consider 174

Chapter 12 Supporting Literacy: Individualised Programmes 188

Chapter 13 Supporting Literacy: Approaches and Strategies 211

Chapter 14 Supporting Learning 231

Chapter 15 Inclusion: Curriculum Access 252

Chapter 16 Inclusion in Secondary Education:

Chapter 17 Inclusion: Further and Higher Education and the Workplace 300

Chapter 18 The Role of Parents 317

Chapter 19 Multilingualism: Challenges and Responses 325

Chapter 20 The Overlap-Dyslexia: Attention, Coordination, Auditory Processing and Numeracy 335

Chapter 21 The Use of Computers and Technology 360

Chapter 22 Positive Dyslexia 367

Appendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers 375

Appendix 2 Further Contacts 385

References 394

Index 437