This book indicates my life experience with dyslexia as a student and how it has affected my education and social life. It also identifies that schools/colleges need not to neglect someone who has symptoms of a potential special educational need or learning difficulty and investigate it as soon as symptoms are noticed. The reason to why these need to be investigated is also highlighted in the book and how the diagnosis turned my life around. Employers also need to work around the needs of an employee who has any form of difficulty of performing high standards of work and providing necessary equipment, which is illustrated in the book. This book shows how to do it.

The revised, updated, and expanded edition of the classic in the category. This book outlines a unique and revolutionary program with a phenomenally high success rate in helping dyslexics learn to read and to overcome other difficulties associated with it. This new edition is expanded to include new teaching techniques and revised throughout with up-to-date information on research, studies, and contacts.

This is a second edition of the highly popular volume used by clinicians and students in the assessment and intervention of aphasia. It provides both a theoretical and practical reference to cognitive neuropsychological approaches for speech-language pathologists and therapists working with people with aphasia. Having evolved from the activity of a group of clinicians working with aphasia, it interprets the theoretical literature as it relates to aphasia, identifying available assessments and published intervention studies, and draws together a complex literature for the practicing clinician. The opening section of the book outlines the cognitive neuropsychological approach, and explains how it can be applied to assessment and interpretation of language processing impairments. Part 2 describes the deficits which can arise from impairments at different stages of language processing, and also provides an accessible guide to the use of assessment tools in identifying underlying impairments. The final part of the book provides systematic summaries of therapies reported in the literature, followed by a comprehensive synopsis of the current themes and issues confronting clinicians when drawing on cognitive neuropsychological theory in planning and evaluating intervention. This new edition has been updated and expanded to include the assessment and treatment of verbs as well as nouns, presenting recently published assessments and intervention studies. It also includes a principled discussion on how to conduct robust evaluations of intervention within the clinical and research settings. The book has been written by clinicians with hands-on experience. Like its predecessor, it will remain an invaluable resource for clinicians and students of speech-language pathology and related disciplines, in working with people with aphasia.

A comprehensive, state-of-the-art contribution to a field that is rapidly developing, The Behavioral Consequences of Stroke provides a broad overview of the cognitive and neurobehavioral effects of stroke. As attention to paralysis and the more obvious physical disabilities stroke patients incur expands, greater attention is being paid today to the cognitive and neurobehavioral complications that impact stroke morbidity and even functional neurological recovery in patients. Written by an international panel of experts and edited by a neurosurgeon and by a cognitive neuroscientist, this unique title addresses the full range of issues relevant to the field, including epidemiology, general treatment, sensorimotor control after stroke, post-stroke aphasia, memory loss after stroke, post-stroke depression, the role of imaging after a stroke, and an update on some stroke clinical trials, to name just some of the areas covered. Illuminative and an influential addition to the literature, The Behavioral Consequences of Stroke will serve as an invaluable resource for neurologsits, neurosurgeons, physiatrists and other physicians, as well as physical, speech and occupational therapists, nurses, psychologists, and other professionals.

This book is an important resource for all primary trainees. It provides an explanation of what dyslexia is and how it affects a child′s learning, suggests simple activities which can be used to screen children ready for referral and outlines some easy-to-follow activities addressing different learning styles. It is full of practical suggestions on how to teach reading, spelling and mathematics, develop writing and help with classroom organisation for children displaying difficulties in these areas. The Primary National Strategy is considered throughout and clear links are made to the Professional Standards for the Award of QTS.

An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.

This book addresses specific learning difficulties in reading and spelling – developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. It offers an up-to-date and reader-friendly study of the mechanisms of dyslexia and an overview of the current research on the disorder, in theoretical and practical terms. Its aim is to help teachers tackle one of the many challenges they face in the modern classroom: the organization of an effective foreign language teaching process for students with dyslexia.