This book overviews dyslexia research literature and discusses the most effective techniques for teaching children with dyslexia. With over 200 references, this up-to-date, research-based resource is a must-have for teachers of students with dyslexia of all ages.

This essential book is divided into three parts:

• Part I outlines the underlying psychological and cognitive processes that support both beginning reading and mature, sjkilled reading. Historical and current views of the nature of dyslexia are also discussed, as well as issues of diagnosing dyslexia.
• Part II addresses general principles of instruction for students with dyslexia, such as systematic, direct instruction, and assessment-based planning for components of language arts programs (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, handwriting, and written composition).
• Part III describes particular programs for students with reading difficulties, such as The Lindamood LiPS Program, Reading Recovery, The Wilson Reading System, and Project Read.

Recent trends in educating those with dyslexia are also addressed, including inclusive classrooms, balanced literacy, and the standards and accountability movement. It discusses the need for stronger teacher preparation in reading and acknowledges how invented spelling can ease the transition from phonemic processing to written language as well.

This is an important book for teachers, reading specialists, special educators, and dyslexia specialists to have in their resource library. It provides a comprehensive overview of dyslexia while also offering specific strategies and techniques that will help your struggling readers.

370 pages • 6 x 9 • softcover • ©2005