This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and student-teachers to understand the valuable contribution spelling and handwriting makes to literacy development in primary and secondary schools, this book shows them how to overcome existing barriers to learning. Chapters cover key topics such as: the nature of spelling and the impact of the National Literacy Strategy the strengths and weaknesses of existing schemes for handwriting the definitions of dyslexia and how common spelling errors by dyslexics are made making effective links between strategic assessment and strategic interventions in schools problem-based learning, underpinned by plenty of casestudies and real life classroom examples. Written by a well-known author in the field of literacy and dyslexia, this is a core text that will interest teachers, teacher educators, and undergraduate and postgraduate students in education and inclusion.ABC method 9a11 able children 12, 20, 27a8, 70, 72 abstract perceptual unit 9, 76, 133 acceleration, literacy 140a1 ... 9, 14, 76, 100, 118; knowledge 75, 79, 80, 132; names 70; system 75; work 112a3; alphabetic code 75, 171; games 151;anbsp;...
|Title||:||Spelling, Handwriting and Dyslexia|
|Publisher||:||Routledge - 2006-11-22|