Dyslexia: Perspectives, Challenges and Treatment Options

$160.00

Marilyn Frazier (Editor)

Series: Neurodegenerative Diseases – Laboratory and Clinical Research
BISAC: MED056000

Dyslexia is a reading disability in which speed and accuracy in word decoding is impaired. It is usually accompanied by spelling and/or arithmetic difficulties. This book discusses the perspectives, challenges and treatment options available for dyslexia. Chapter One reviews dyslexia from its definition and neurobiological basis to the neurophysiology and central auditory processes. Chapter Two examines how dyslexia affects perception of academic performance in elementary school pupils and how it affects their sociometric position in the classroom. Chapter Three reviews dyslexia from an educological perspective. Chapter Four investigates the views of parents of pupils with dyslexia concerning their collaboration with teachers. Chapter Five describes and compares the response of parents and teachers of Brazilian and Italian Dyslexic’s students about learning skills. Chapter Six outlines the key findings from the Dyslexia and Multilingualism project (Mortimore et al, 2012) focusing on the challenges and lessons learnt from a research project on a literacy intervention for vulnerable learners with English as an additional language in English primary schools. It also focuses on issues relating to screening processes and assessments used for identifying SpLD/dyslexia within complex multilingual schools. Chapter Seven investigates whether Brazilian students with developmental dyslexia could be classified according with subtypes. Chapter Eight discusses new assessment trends and challenges for the future of dyslexia. Chapter Nine examines complexities and challenges of selecting participants for dyslexia studies. Chapter Ten discusses the use of children’s literature as a resource tool to help such children address their psychosocial-emotional needs. Chapter Eleven discusses diagnostic interventions by operationalizing the definition of dyslexia. Chapter Twelve describes the development of the neuropsychological rehabilitation program in executive functions for students with dyslexia. Chapter Thirteen examines the integration of proprioceptive signals, postural control and dyslexia. Chapter Fourteen provides a few remarks on magnocellular responses and brief stimuli. The final chapter provides a synthesis of research concerning the socio-emotional dimension of Dyslexia in adulthood. (Imprint: Nova Biomedical)

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Table of Contents

Preface

Chapter 1. Dyslexia: From Definition and Neurobiological Basis to Neurophysiology and Central Auditory Processes
Yolanda Peñaloza-López, Paulina C. Murphy-Ruiz and Adrián Poblano (Laboratory of Central Auditory Processes Alterations, National Institute of Rehabilitation, Mexico City, Mexico)

Chapter 2. Social Aspects of Dyslexia: A Case of Transparent Orthography
Jiri Jost, Helena Havlisova, Iva Mrkvickova, Zuzana Bilkova, and Tomas Mrkvicka (University of South Bohemia, Faculty of Education, Department of Psychology, Ceske Budejovice, Czech Republic, and others)

Chapter 3. Understanding Dyslexia from an Educological Perspective
Arnold Chee Keong Chua (SPD Early Intervention Programme for Infants and Children, Singapore)

Chapter 4. The Views of Parents of Pupils with Dyslexia on their Collaboration with Teachers: An Ethnographic Case Study
Maria Rontou (EFL teacher in Korinthia, Associate at University of Athens e-learning programme, Greece)

Chapter 5. Parents and Teachers Opinion about Learning Skills: Comparison between Brazilian and Italian Dyslexic’s Students
Simone Aparecida Capellini, Catia Giaconi and Giseli Donadon Germano (Investigation Learning Disabilities Laboratory at the Speech and Hearing Sciences Department – São Paulo State University “Júlio de Mesquita Filho” – UNESP – Marília – São Paulo – Brazil, and others)

Chapter 6. Dyslexia and Multilingual Learners: Assessment and Interventions
Tilly Mortimore and Mim Hutchings (Bath Spa University, England)

Chapter 7. Investigation of the Subtypes of Developmental Dyslexia in Brazilian’s Children
Giseli Donadon Germano, Gabriela Franco dos Santos Liporaci and Simone Aparecida Capellini (Investigation Learning Disabilities Laboratory at the Speech and Hearing Sciences Department – São Paulo State University “Júlio de Mesquita Filho” – UNESP – Marília- São Paulo – Brazil)

Chapter 8. Dyslexia: New Assessment Trends and Challenges for the Future
Débora Areces, Trinidad García, Stephen Loew, Marisol Cueli, Paloma González-Castro, and Celestino Rodríguez (University of Oviedo, Oviedo, Spain, and others)

Chapter 9. Selecting Participants for Dyslexia Studies: Complexities and Challenges
João Lopes, Cristina Gomes, Célia Oliveira, and Julian Elliott (University of Minho, Portugal, and others)

Chapter 10. Children’s Literature as a Resource Tool to meet the Psychosocial-Emotional Needs of Children with Dyslexia
Chiew Hong Ng, Noel Kok Hwee Chia and Patricia Mui Hoon Ng (National Institute of Education, Nanyang Technological University, Singapore, and others)

Chapter 11. Diagnostic Interventions by Operationalizing the Definition of Dyslexia
Noel Kok Hwee Chia (National Institute of Education, Nanyang Technological University, Singapore)

Chapter 12. Neuropsychological Rehabilitation as Part of Treatment for Developmental Dyslexia
Ricardo Franco de Lima and Sylvia Maria Ciasca (Department of Neurology, State University of Campinas (UNICAMP), Campinas, Brazil)

Chapter 13. Integration of Proprioceptive Signals, Postural Control and Dyslexia
P. Quercia and L. J. Feiss (Department of Ophthalmology, University Hospital, Dijon, France, and others)

Chapter 14. A Few Remarks on Magnocellular Responses and Brief Stimuli
Bernt Christian Skottun (Ullevaalsalleen, Oslo, Norway)

Chapter 15. Expert Commentary Dyslexia in Adulthood: Socio emotional Challenges and the Importance of Resilience
Melody M. Terras (School of Media, Culture and Society, University of the West of Scotland, Paisley, UK)

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