Description - Supporting Students with Dyslexia in Secondary Schools by Moira Thomson
This highly practical book focuses on the teaching and learning of students with dyslexia in the context of the mainstream secondary curriculum, and provides practical guidance for school managers and subject teachers by highlighting the barriers to learning experienced by dyslexic learners in today's curriculum. Full of advice for removing - or minimising - these barriers, this book is packed full of strategies for supporting learning and raising the attainment of students with dyslexia. Teachers of students aged 11 - 19 will find valuable information on: * how dyslexia affects dyslexic learners' access to and progress in the subject curriculum * how secondary teachers can identify possible barriers to learning in their subject delivery * the development and provision of appropriate support strategies for meeting the needs of dyslexic students * good practice in the identification and assessment of dyslexia that may be masked by high ability or divergent behaviour. The use of case studies helpfully highlights the impact of dyslexia on students as they transfer to secondary school.
They illustrate how and why this condition may be mistaken for behavioural - or other - difficulties, consider whole-school issues and relate throughout the book to a practical framework of proven support strategies.
Buy Supporting Students with Dyslexia in Secondary Schools by Moira Thomson from Australia's Online Independent Bookstore, Boomerang Books.
Format: Paperback / softback
(298mm x 210mm x mm)
Publisher: Taylor & Francis Ltd
Country of Publication:
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Author Biography - Moira Thomson
Moira Thomson was formerly Principal Teacher of Support for Learning at Broughton High School, Edinburgh, and a Development Officer for the City of Edinburgh Department of Children and Families. She is currently an educational consultant, providing Continuing Professional Development for teachers and volunteers in an advisory capacity to local dyslexia organisations and parent groups.