International Book of Dyslexia: A Cross-Language Comparison and Practice Guide

International Book of Dyslexia: A Cross-Language Comparison and Practice Guide

International Book of Dyslexia: A Cross-Language Comparison and Practice Guide

International Book of Dyslexia: A Cross-Language Comparison and Practice Guide

Synopsis

In the most extensive and wide-ranging book currently available, contributors have been gathered from all over the world to report on the current, global state of dyslexia research and practice.

In this volume, top researchers in the field describe specific difficulties in over 15 different languages, revealing that dyslexia relates not just to cognitive strengths and weaknesses, but also to the language and script in question.

In addition, readers can access an electronic supplement in which individuals, institutions and organisations from around the world report on policies, resources and training for people with dyslexia and those who work with them. Over 50 countries are included, together with details of all known dyslexia associations and resources.

This unique collection will be of interest to researchers, practitioners and policy makers. It also offers a wealth of information to those parents, teachers and individuals who are seeking support.

The electronic supplement to this volume is also available to purchase separately in paperback from your bookshop or from John Wiley & Sons Ltd. The International Book of Dyslexia: A Guide to Practice and Resources, ISBN 0470496464

Excerpt

Ian Smythe and Robin Salter

Whereas Part 1 of this book considered aspects of dyslexia that are related to individual languages, Part 2 focuses on aspects that relate to individual countries. These chapters include discussions of many issues, including those relevant to the education system, public and professional awareness, legislation and policies, definition and terminology and prevalence within the country discussed. Practical issues of identification and assessment, intervention and resources, provisions for children and adults, as well as teacher training, advocacy groups and details of where to obtain help (voluntary and professional organizations) are also given in many chapters. In addition, some authors include further discussions of the language-related issues, such as the language context of the country and aspects of dyslexia difficulties specific to the language(s) used. Although the information provided cannot be totally comprehensive, it can be used as a guide to what is happening around the world, as well as to views and perspectives held by many individuals in a wide range of countries.

When reading all the diverse approaches to dyslexia represented in this volume (research perspectives, teaching methods, definitions, services), it is easy to get lost in the wealth of information and provision available. But, as Steve Chinn, principal of a UK specialist dyslexia school, often says, where is the dyslexic individual in all this?

We should celebrate diversity, of approaches and viewpoints, of policies and practice, but only if it leads to answering the central question: how best can we help this dyslexic person? The formation of this question in terms of 'this dyslexic individual' is deliberate to emphasize the idea that there is no 'one size fits all'. Every dyslexic individual is different. So too is every country, culture and educational context. From these pages there . . .

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