Dyslexia And English

The difficulties dyslexic students experience in the English mainstream classroom and present to their English teacher are examined in detail in this book.

According to International Educational Statistics (2008), there are total of 654.9 million school-age children in the world. If dyslexia affects 10–15% of these youth (Fletcher et al. 2007), this translates to approximately 65–98 million students with difficulties in reading and writing. The EU strategic plan for education (2010) recognises the need for EU citizens to speak a foreign language. As such, foreign language courses are introduced on an obligatory basis at the primary level of education. Dyslexic students are not exempt from this regulation, and, thus, are confronted with different language systems that must be mastered. The difficulty here escalates if the systems differ significantly in their levels of orthographic transparency. Reading and writing are operationalised by the same biological functions that are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts, whereas Spanish and Italian are described as transparent orthographies. These differences are discussed in this book as part of the language specific perspective, which can, in turn, raise questions such as: “Is a dyslexic student equally impaired in any language they study?” and “Is the type of difficulty primarily dependent on the language system or is it rather a dyslexia syndrome?” This volume provides answers through a synthesis of research on reading difficulties in first and foreign languages and existing taxonomies of dyslexia sub-types.

Written by a world authority on maths difficulties in children, this accessible guide provides tried and tested visual strategies and tailored techniques to help teachers and parents support children with SpLDs who need help with maths. Drawing on the latest research, into areas such as cognition and meta-cognition, along with the authors' decades of teaching experience, the book offers insight into how maths learning difficulties, including dyslexia, dyscalculia and maths anxiety, make maths difficult. Each chapter looks at foundational areas of maths learning that children may struggle with, from early number experiences to basic addition and subtraction, times tables, measurement and more. Essential reading for any teacher, learning assistant or parent supporting children with maths.

Serialized in Esquire, A.A. Gill's Pour Me a Life is a riveting meditation on the author's alcoholism, seen through the lens of the memories that remain, and the transformative moments that saved him from a lifelong addiction and early death. “Pour Me a Life is an unapologet­ically honest, raw, and often har­rowing account of the life of a man who, up until now, we only thought we knew. Here is A.A. Gill at his best. A real-life Bright Lights, Big City.” —Eric Ripert, chef and co-owner of Le Bernardin, and author of the New York Timesbestseller 32 Yolks Best known for his hysterically funny and often scathing restaurant reviews for the London Sunday Times, A.A. Gill’s Pour Me a Life is a riveting memoir of the author’s alcoholism, seen through the lens of the memories that remain, and the transformative moments in art, food, religion, and family that saved him from a lifelong addiction and early death. By his early twenties, at London’s prestigious Saint Martin’s art school, journalist Adrian Gill was entrenched in alcoholism. He writes from the handful of memories that remain, of drunken conquests with anonymous women, of waking to morbid hallucinations, of emptying jacket pock­ets that “were like tiny crime scenes,” helping him puzzle his whereabouts back together. Through­out his recollections, Gill traces his childhood, his early diagnosis of dyslexia, the deep sense of isolation when he was sent to boarding school at age eleven, the disappearance of his only brother, whom he has not seen for decades. When Gill was confronted at age thirty by a doctor who questioned his drinking, he answered honestly for the first time, not because he was ready to stop, but because his body was too dam­aged to live much longer. Gill was admitted to a thirty-day rehab center—then a rare and revolu­tionary concept in England—and has lived three decades of his life sober. Written with clear-eyed honesty and empathy, Pour Me a Life is a haunting account of addiction, its exhilarating power and destructive force, and is destined to be a classic of its kind.

A practical guide to pedagogy in the English classroom, supporting the teaching abstract, classic and challenging texts and concepts. Many teachers are struggling with the new GCSE syllabus for Literature, and this book provides useful resources, strategies and approaches for the key areas of challenge in the English classroom. Full of practical ideas for educators to use in their classrooms, it is the perfect book for any English teachers who want some fresh ideas for approaching GCSE Literature.

Research Paper (postgraduate) from the year 2009 in the subject Pedagogy - Miscellaneous Topics, , language: English, abstract: Currently, dyslexic children are tested and diagnosed only after they tried and failed to learn how to read. The ideal situation is for a dyslexic to be diagnosed at an early age and learn how to deal with this condition as early as possible. If a dyslexic children fail to get the necessary help, their learning and reading disability will usually result in frustration, loss of self-confidence and, as can be expected, low self-esteem.

This book addresses specific learning difficulties in reading and spelling – developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. It offers an up-to-date and reader-friendly study of the mechanisms of dyslexia and an overview of the current research on the disorder, in theoretical and practical terms. Its aim is to help teachers tackle one of the many challenges they face in the modern classroom: the organization of an effective foreign language teaching process for students with dyslexia.

First published in 1998. Written in a simple, friendly style, this book will help teachers and parents to research dyslexic children ti read and spell. It can be used either as a step-by-step teaching programme or as a reference resource. The focus of the teaching scheme is two original photocopiable charts which present the main spelling patterns and rules of English.