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Teaching Literacy to Learners with Dyslexia Kathleen Kelly

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Livre - Kathleen Kelly - 01/03/2016 - Poche - Langue : Anglais

Résumé :<p style=margin-bottom: 0pt;>The second edition of this bestselling book provides a structured multi-sensory programme for teaching literacy to children and young people from...

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  • Auteur(s) : Kathleen Kelly - Sylvia Phillips
  • Editeur : Sage Publications Ltd
  • Langue : Anglais
  • Parution : 01/03/2016
  • Nombre de pages : 488
  • Expédition : 832
  • Dimensions : 23.5 x 19.1 x 2.6

Résumé :
<p style=margin-bottom: 0pt;>The second edition of this bestselling book provides a structured multi-sensory programme for teaching literacy to children and young people from 5-18 with dyslexia and other specific literacy difficulties.</p> <p style=margin-bottom: 0pt;>Supported by a wealth of resources available online and updated throughout, the new edition now includes a brand new section on <em>Implementing the Accelerated Programme </em>for learners who have already acquired some literacy skills. This includes:</p> <p style=margin-bottom: 0pt;> </p> <p style=margin-bottom: 0pt;>? A placement test to indicate whether the programme is appropriate</p> <p style=margin-bottom: 0pt;>? A diagnostic assessment procedure to determine where the learner should begin on the Accelerated Programme</p> <p style=margin-bottom: 0pt;>? Examples of lesson plans, reading cards and spelling cards to help teachers prepare resources for their students.</p> <p style=margin-bottom: 0pt;><span style=font-size: 9pt;>With tried and tested strategies and activities this book continues to provide everything you need to help improve and develop the literacy skills of learners in your setting including;</span></p> <p style=margin-bottom: 0pt;>? the rationale for a structured multi-sensory approach</p> <p style=margin-bottom: 0pt;>? the development of phonological, reading, writing and spelling skills</p> <p style=margin-bottom: 0pt;>? working with learners who have English as an Additional Language (EAL)</p> <p style=margin-bottom: 0pt;>? lesson structure and lesson-planning</p> <p style=margin-bottom: 0pt;>? alphabet and dictionary skills</p> <p style=margin-bottom: 0pt;>? memory work and study skills</p> <p style=margin-bottom: 0pt;>? teaching the programme to groups</p> <p style=margin-bottom: 0pt;>? ideas for working with young children.</p>

<p class=BTFBodytextfullout>Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is a senior lecturer at Manchester Metropolitan University in the Centre for Inclusion and Special Educational Needs. She is Programme Leader for the MA in Specific Learning Difficulties and has presented papers at a number of international conferences in this area. For several years she has taught courses on specific learning difficulties (dyslexia) to undergraduates as part of the initial teacher training programme in addition to postgraduate awards. She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and is Associate Member of the British Dyslexia Association (AMBDA).</p><p class=BTIBodytextindent>Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to those at Key Stage 5. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years' experience of supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest and her doctorate was also in this area.</p><div> </div>

Introduction Part I: Teaching Learners with Dyslexia: Theory and Context Chapter 1: The Contribution of Theories of Causation to the Development of a Multisensory Teaching Programme Chapter 2: The Role of Memory in Acquiring Literacy Skills Chapter 3: Phonological Skills, Literacy and Dyslexia Chapter 4: The Development of Reading Skills Chapter 5: Spelling Development and Dyslexia Chapter 6: Teaching Handwriting Chapter 7: Dyslexia and Learners for whom English is an Additional Language Part II: Conquering Literacy: A Multisensory Programme for Teaching Learners with Dyslexia - Teaching Strategies Chapter 8: Principles, Teaching Strategies, and Programme Structure Chapter 9: Lesson Planning Chapter 10: Alphabet and Dictionary Work Chapter 11: Introducing the New Teaching Point in a Lesson Chapter 12: The Role of Memory in the Programme Chapter 13: Study Skills within the Programme Part III: Conquering Literacy - A Multisensory Programme The Conquering Literacy Programme: Examples of Activities Appendix A: Ideas for Working with Young Children Appendix B: Teaching the Programme to Groups Part IV: The Accelerated Programme Section A: Conquering Literacy: Accelerated Programme and Placement Tests Conquering Literacy: Accelerated Programme Placement Test Conquering Literacy: Placement Test Conquering Literacy Accelerated Programme Skills Assessment Procedure (CLAPSAP) Section B: Implementing the Accelerated Programme Part V: Resources Glossary