The Study of Dyslexia

1. Front Matter

   Pages i-xiii

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2. Visual Factors in Dyslexia

   • Bruce J. W. Evans

   Pages 1-22

3. Genetic and Environmental Causes of Reading Disabilities: Results from the Colorado Learning Disabilities Research Center

   • Richard K. Olson

   Pages 23-33

4. The Neurobiology of Dyslexia

   • Alan A. Beaton

   Pages 35-75

5. The Science of Dyslexia: A Review of Contemporary Approaches

   • Margaret J. Snowling

   Pages 77-90

6. Phonological Skills, Learning to Read, and Dyslexia

   • Valerie Muter

   Pages 91-129

7. Verbal Memory in the Learning of Literacy

   • Susan J. Pickering

   Pages 131-156

8. Accelerating Word Reading, Spelling, and Comprehension Skills with Synthetic Phonics

   • Rhona S. Johnston, Joyce Watson

   Pages 157-173

9. Review of Research Evidence on Effective Intervention

   • John Rack

   Pages 175-195

10. An Introduction to the Theory and Practice of Psychological Testing

    • Martin Turner

    Pages 197-247

11. Dyslexia and Self-Esteem

    • Jacky Ridsdale

    Pages 249-279

12. Back Matter

    Pages 281-289

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In long-ago 1999, the Dyslexia Institute and Plenum Press conceived a plan for two books which would gather the best of current knowledge and practice in dyslexia studies. This would benefit those—but not only those—many individuals who train with us, acquiring a postgraduate certificate and diploma with our higher education partner, the University of York. Since then, the century changed, the hinge of history creaked and Plenum was taken over by Kluwer Academic Publishers, but the first of the pair, Dyslexia in Practice, emerged quickly and on schedule (Townend and Turner, 2000). Written by staff and close associates of the Institute, its chapters were produced under close scrutiny and with the expedition of a command economy. To our delight, the book has seen a success which went beyond the dreams of its editors: it has been adopted by other courses similar to our own and is widely referred to. The same was never likely to be true of The Study of Dyslexia, which was envisaged as a theoretical companion volume written by authors and researchers of international repute. Nearly five years after the idea first took shape, this second volume now arrives to complete the enterprise, but it has been a very different project.

• intervention
• neurobiology
• research

From reviews of Dyslexia in Practice: A Guide for Teachers:
`The authors in this book represent an important group of professionals whose work is central to the understanding, identification and alleviation of dyslexia in the everyday practice of teachers in various settings....In this book one finds many promising practices clearly described. The editors are to be congratulated...it can help those interested and involved in finding, using and developing effective practices for pupils with dyslexia.'
Peter D. Pumfrey, Emeritus Professor of Education, University of Manchester in The Psychology of Education Review, 26:1 (2002)
`This book enables teachers to view the bigger picture...the book complements their teaching to ensure learning is accessible to everyone.'
Liz Griffiths, BDA, Buttle Trust Action Research Group in Dyslexia Contact, 20:2 (May 2001)
`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

• The Dyslexia Institute, Egham, UK

  Martin Turner

• The Dyslexia Institute, University of York, York, UK

  John Rack

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