Dyslexia in Practice - Janet Townend

Dyslexia is a specific learning difficulty that hinders the
learning of literacy skills. This problem with managing verbal codes
in memory is neurologically based and tends to run in families. Other
symbolic systems, such as mathematics and musical notation, can also
be affected. Dyslexia can occur at any level of intellectual ability.
It can accompany, but is not a result of, lack of motivation,
emotional disturbance, sensory impairment or meagre opportunities. The
effects of dyslexia can be alleviated by skilled specialist teaching
and committed learning. Moreover many dyslexic people have visual and
spatial abilities which enable them to be successful in a wide range
of careers.

The appearance of this book .. is to be welcomed. It represents a full
statement of the best practice to be found in the many kinds of
intervention that are conducted with dyslexic students. It addresses
some fundamental questions that are seldom asked and much of what the
skilled teacher knows and does is set down here in print for the first
time.

From the Preface:

`Collectively, the chapters provide a synthesis of current practice
focusing on how to assess and treat the symptoms of dyslexia, guided
by a proper understanding of the cognitive and linguistic weaknesses
that underpin the condition. The book makes clear that the backbone of
intervention for dyslexia is a highly structured multisensory approach
that teaches reading and spelling skills at the appropriate rate.
However, it is also explicit in pointing out that such a programme
must be delivered with due attention to individual differences in the
other cognitive skills that contribute to literacy development, and
take account of the learner's style, interests and not least their
confidence and self-esteem.

This book provides an important resource for teachers who wish to
become competent in the skills required for the assessment, teaching,
supporting and counselling of dyslexic people in a variety of
settings. It promises to reach many teachers and in turn, their
students and families'.

Margaret J. Snowling, University of York, UK