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Description

Contents

Preface to the Second Edition xv Preface to the First Edition xvii Acknowledgements xix Prologue xxi 1 Dyslexia in the Adult Years 1 Introduction 1 History 5 Terminology 6 Defining Dyslexia 6 Evidence-based Practice 8 The Nature of Dyslexia: Behavioural Characteristics 10 Observable Behavioural Characteristics 11 Affective Characteristics 12 Positive Characteristics 13 Behavioural Characteristics: Empirical Evidence 15 Explaining Characteristics 15 Biology and Neurology 15 Cognition 17 Dyslexia: AWorking Memory Model 19 Explaining Positive Characteristics 23 Explaining Affective Characteristics 26 AWorking Definition 28 Dyslexia and Other Syndromes 28 Dyspraxia 29 Dyscalculia 30 Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder 31 Asperger's Syndrome 31 Visual Stress 32 Degrees of Dyslexia 32 The Prevalence of Dyslexia 33 Summary 34 2 Interventions 35 Introduction 35 Psychological Development in the Adult Years 35 Transitions 37 Successful Adjustment 38 Risk and Resilience 38 Learning in Adulthood 40 Types of Intervention 41 The Role of the Tutor/Coach 44 Key Skills 44 The Development of Metacognitive Skills 46 Skill Development, Compensation and Accommodation: An Integrated Framework for Development 47 Alternative Interventions 49 Summary 51 3 Identification and Assessment 52 Introduction 52 Information Gathering 53 Interviews 54 Screening 57 Checklists 57 Computer-based Tests 58 LADS - Plus Version 58 StudyScan and QuickScan 58 Individually Administered Tests 59 York Adult Assessment Battery 59 Dyslexia Adult Screening Test (DAST) 60 Scholastic Abilities Test for Adults (SATA) 60 Formal Diagnosis 61 Testing Intelligence 62 WAIS-IV 63 Verbal Tests 64 Working Memory Tests 64 Perceptual Reasoning Tests 64 Processing Speed 64 The Global Composite - Full Scale IQ 64 The Specific Composite - Index Scores 65 The Sub-test - Level WAIS-IV as an Ipsative Test 65 The Item Level and Task Cognitive Capacities 66 Abbreviated Scales 67 Tests for Teachers 68 Further Psychological Testing 68 Phonological Processing and Naming Speed 68 Memory Ability 69 Executive Functioning 70 Achievements in Literacy and Numeracy 71 Reading 71 Reading Levels 71 The Components of a Reading Assessment 73 Decoding 73 Comprehension 74 Listening Comprehension 75 Speed of Reading 75 The Assessment of Metacognition in Reading 76 The Assessment of Reading Skills and Information Technology 77 Writing and Spelling 77 Numeracy 79 Measuring Affective Characteristics 80 Self-Esteem 80 Anxiety 80 Re-assessment 81 Diagnosis and English as an Additional Language 81 Diagnosis and Other Syndromes 83 Dyspraxia/DCD 84 Dyscalculia 84 ADD/ADHD 85 Asperger's Syndrome 85 Visual Stress 85 Pretending to Have a Learning Difficulty 86 Feedback to Client 86 ReportWriting 87 Summary 88 Appendix A: Sample Report 95 Appendix B: A Guide through the Maze of Assessments 97 4 Counselling 100 Introduction 100 Aims of Counselling 101 Issues in Counselling Dyslexic People 101 Approaches to Counselling 102 Couple Counselling 110 Referring On 110 Summary 111 5 Personal Development 112 Introduction 112 Self-understanding 112 The Nature of the Difficulty 113 Interpreting Dyslexia 113 Abilities and Strengths 116 Metacognition 123 The Importance of Metacognition to Learning andWorking 124 A Metacognitive Technique 127 Issues in Personal Development 128 Self Advocacy 129 Personal Organisation 129 Goal Setting 130 Prioritisation 130 Memory Skills 132 Social Skills 133 A Dyslexic Person's Perspective 135 A Case History - C 138 Summary 140 6 Literacy for Living 141 Introduction 141 Prose Literacy 142 Document Literacy 142 Quantitative Literacy 142 Lifelong Learning 142 Planning a Programme 144 Information Processing and Literacy 145 Improving Levels of Literacy 147 Improving Reading Accuracy 147 Improving Reading Comprehension 151 The Pass Reading Strategy 151 Improving Spelling 153 ImprovingWriting 154 Improving Quantative Literacy 156 A Dyslexic Person's Perspective 158 Coaches Comment 160 Summary 160 7 Academic and Professional Learning Skills 162 Introduction 162 The Keys to Success in Higher and Professional Education 164 The Importance of Metacognition 164 Self-understanding and Self-reflection 164 Self Reflection Attribution and Self Efficacy 165 Learning andWorking Styles 166 Cognitive Learning Differences 166 Behavioural Learning Styles 166 Time Management 167 Organisation ofWork 167 Reading 168 Critical Reading Skills 170 Comprehending Diagrammatic and Tabular Formats 171 EssayWriting 172 Understanding the Task - Question Analysis and Process Words 173 Proofreading 174 Grammar and Punctuation 175 Spelling 175 Listening Comprehension 176 Note Taking 177 Note Making 179 Revision and Memory Skills 180 Examinations 182 Statistics 184 Presentations 185 Working in a Group 186 Tutorials 187 The Role of the Tutor 188 The Role of the Student 189 The Keys to Success 189 The Responsibilities of Colleges and Universities 190 Study Skills Course Outline 190 A Dyslexic Person's Perspective 192 Sample Assessment Report 193 Summary 201 8 Career Development and Guidance 203 Introduction 203 Approaches to Counselling and Development 204 Career Guidance: A Decision Making Model 205 Career Guidance and the Dyslexic: A Model 206 Case Example 214 Career Development 215 A Dyslexic's Perspective: Dyslexia and Journalism 216 Summary 218 9 Dyslexia AtWork 219 Introduction 219 TheWhole Organisation: Awareness Training 220 Disclosure: To Tell or Not To Tell 224 Goodness of Fit 224 Recruitment and Selection 225 Recruitment 225 Selection 226 TheWorkplace Assessment/Consultation 226 The Manager's Role 227 Challenges Facing Dyslexic People 228 Metacognitive Skills atWork 230 Transfer of Skills 230 Evaluation and Reflection 230 Changes and Transitions atWork 230 Support in theWorkplace 231 Tutoring Training, Coaching and Mentoring 231 A Coaching Example 232 Programme Length 233 Mentoring 234 Addressing Challenges 234 Organisation 234 Time Management andWork Prioritisation 235 Organisation ofWork and theWork Space 236 Memory 237 Reading atWork 237 Reading for Information 238 Reading Complex Material 238 Specific Visual Difficulties 239 Performance Issues 239 WrittenWork in the Office 240 Record Keeping 240 ReportWriting 241 Numeracy 242 Proofreading and Checking 243 Listening Skills atWork 243 Minute and Note Taking 244 Meetings 244 Working in a Team 245 Interviews 247 A Note on the Use of Technology 248 Workplace Consultancy Report 248 A Coaching Course Outline 254 Summary 256 10 Advocacy 257 Introduction 257 The Legislative Framework 259 Dyslexia as a Mental Impairment 259 Adverse Effects which are Substantial 260 Long-Term Substantial Effects 260 Normal Day-to-Day Effects 260 Reasonable Adjustments 261 Individual Needs 262 Integrated Experience 262 Essential Requirements of the Job/Course 263 An Undue Financial or Administrative Burden 263 Adjustments in Recruitment, Selection and Promotion 263 Types of Test Accommodations/Adjustments 264 Disclosing Dyslexia 267 When to Say Something 268 Whom to Tell 268 What to Say 268 Policy and Practice in Employment 270 Legislation in Education and Training 270 Policy in Higher Education 270 Self-Help and Self-Help Groups 271 Dyslexia and Criminal Law 272 Summary 272 Epilogue 274 Appendix A Sample Interview Schedule 275 Appendix B Useful Contact Addresses 278 References 280 Index 305

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