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E-raamat: Finding Your Voice with Dyslexia and other SpLDs 2nd edition [Taylor & Francis e-raamat]

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  • Formaat: 392 pages, 4 Tables, black and white; 37 Line drawings, color; 21 Halftones, color; 58 Illustrations, color
  • Ilmumisaeg: 16-Nov-2021
  • Kirjastus: Routledge
  • ISBN-13: 9781003203346
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  • Taylor & Francis e-raamat
  • Hind: 189,26 €*
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  • Tavahind: 270,37 €
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Finding Your Voice with Dyslexia and other SpLDs 2nd editionSuurem pilt
  • Formaat: 392 pages, 4 Tables, black and white; 37 Line drawings, color; 21 Halftones, color; 58 Illustrations, color
  • Ilmumisaeg: 16-Nov-2021
  • Kirjastus: Routledge
  • ISBN-13: 9781003203346
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781003203346

Your Voice with Dyslexia and other SpLDs is an essential guide to living with the various specific learning difficulties. The book provides readers with a practical guide to expressing and developing ideas and feelings.



Your Voice with Dyslexia and other SpLDs is the first book in the series Living Confidently with Specific Learning Disabilities (SpLDs). This book is an essential guide to living with the various specific learning difficulties. The book provides readers with a practical guide to expressing and developing ideas and feelings.

Uniquely designed for dyslexic/ SpLD readers, this book discusses how individual people function and will help enable those addressed to:

•understand how they think

•know what they can do to maintain clear thinking

•know how they can positively contribute to any situation in which they find themselves.

When people with SpLD find their voice, they gain the self-esteem and confidence to tackle all elements of life. The book contains stories, insights, examples, tips and exercises presented in a user-friendly way throughout. The book does not have to be read as continuous text from start to finish: it can be read more like a travel guide; each chapter includes a ‘dipping-in’ section to guide the reader.

As well as providing vital assistance to dyslexic/ SpLD people, the book will benefit anyone supporting, living or working with dyslexic/ SpLD people by helping them to understand more of the dyslexic/ SpLD world.

Mind maps of the series ii
Where to start viii
Information and tip boxes ix
Summary of the chapters x
Map of this book xi
Acknowledgements xii
Author typesetting revision xiii
Addendum xv
Illustrations xvi
Preface
Mind map and Contents
0
What to expect from this book
1(1)
Summary
2(1)
Templates on the website
2(1)
Appendix 1
2(1)
1 Dipping-in to try out ideas
2(1)
2 Context, Including The Philosophy Of This Series
3(4)
3 Major precaution
7(2)
4 Different ways to read
9(3)
4.1 Exercise: reading style
11(1)
4.2 Something goes wrong with reading
11(1)
5 What do you want to explore?
12(7)
5.1 Initial purpose for reading
14(1)
5.2 Reader groups
15(3)
5.3 Reading to find out about a theme
18 (1)
6 This book: Finding Your Voice with Dyslexia and other SpLDs
19(4)
6.1 Different ways of thinking
19(2)
6.2 Aims, outcomes and benefits
21(1)
6.3 Caveat about the theories used in this book
22(1)
7 The series: Living Confidently with Specific Learning Difficulties (SpLDs)
23(13)
7.1 Readership/audience
23(1)
7.2 Summary of the series
23(10)
7.3 Aims and outcomes
33(1)
7.4 Distinguishing between the different SpLDs
34(1)
7.5 The way forward
35(1)
References and website information
36(2)
Chapter 1 Living Confidently
Mind map and contents
38(2)
Vital for dyslexic/SpLDs, good practice for all
40(1)
Working with the chapter
40(1)
Templates on the website
40(1)
Appendix 1, 2 and 3
41(1)
1 Dipping-in to try out ideas
41(1)
2 Context
42(1)
3 Conscious choices
43(1)
4 Unorthodox thinking
44(1)
5 Observe with an open mind
45(10)
5.1 You have to listen to yourself
47(1)
5.2 Explore how you think best
48(1)
5.3 Tasks not going to plan are useful
48(1)
5.4 Best thinking varying at different stages of a task
49(1)
5.5 Progress improved
50(2)
5.6 No progress when best thinking is not used
52(1)
5.7 Absence of best thinking magnifies the problems of dyslexia/SpLD
53(1)
5.8 New situations or tasks undermine dyslexia/SpLD management
54(1)
5.9 Stress increases the effects of dyslexia/SpLD
54(1)
6 Methods for observing
55(9)
6.1 Know your own mind
56(2)
6.2 How do you teach or pass on information?
58(1)
6.3 What perspective shows through the way you speak or the language you use?
59(1)
6.4 How do you do a task?
60(1)
6.5 Taking-action and thinking preferences
60(1)
6.6 Cycles of observation
61(2)
6.6.1 Monitoring progress
62(1)
6.6.2 Recall and check
62(1)
6.7 Triggers into dyslexia/SpLD
63(1)
7 An individual, personal profile of dyslexia/SpLD
64(7)
7.1 Your profile may change over time
64(1)
7.2 Developing your profile
65(4)
7.3 Pitfalls
69(2)
7.4 Accommodation
71(1)
8 Regime for managing dyslexia/SpLD
71(11)
8.1 See potential dyslexic/SpLD pitfalls
74(2)
8.2 Pause and keep thinking clearly
76(1)
8.3 Know how your mind works
77(1)
8.4 Know what your goals are
78(1)
8.5 Building your regime
79(3)
9 To manage or not to manage
82(2)
10 Summary: your personal profile and your regime for managing dyslexia/SpLD
84(1)
References and website information
84(2)
Chapter 2 About the Mind
Mind map and contents
86(2)
Vital for dyslexic/SpLDs, good practice for all
88(1)
Working with the chapter
88(1)
Templates on the website
88(1)
Appendix 1, 2 and 3
88(1)
1 Dipping-in to try out ideas
89(1)
2 Context
89(3)
3 A little physiology
92(11)
3.1 Brain growth
92(3)
3.2 The timing of thoughts
95(3)
3.3 Duration of thoughts
98(4)
3.3.1 Long-term memory
100(1)
3.3.2 Learning
101(1)
3.4 Arousal system
102(1)
4 A little psychology
103(17)
4.1 Working memory
106(7)
4.1.1 Perception
109(1)
4.1.2 Phonological loop and visuo-spatial sketch pad
109(1)
4.1.3 Central executive
110(2)
4.1.4 Episodic buffer (capacity and chunking)
112(1)
4.1.5 Hedonic detector
112(1)
4.1.6 Development of the model for working memory
113(1)
4.2 Further comments
113(3)
4.2.1 Forgetting
113(1)
4.2.2 Eysenck's theory of processing efficiency
114(1)
4.2.3 Being alert
115(1)
4.2.4 Automaticity
116(1)
4.3 Long-term memory
116(4)
4.3.1 Episodic memory
118(1)
4.3.2 Semantic memory
119(1)
5 Relevance of ideas to dyslexia/SpLD
120(16)
5.1 Perception
121(2)
5.2 Phonological loop and visuo-spatial sketch pad
123(2)
5.3 Central executive
125(1)
5.4 Habitual action
125(1)
5.5 Supervisory attentional system, SAS
126(2)
5.6 Episodic buffer
128(1)
5.7 Hedonic detector
128(1)
5.8 Forgetting
129(1)
5.9 Eysenck's theory of processing efficiency
130(1)
5.10 Long-term memory
131(1)
5.11 Long-term memory assisting working memory
132(1)
5.12 Being alert
133(3)
5.13 Automaticity
136(1)
References and website information
136(2)
Chapter 3 Using the Mind
Mind map and contents
138(2)
Vital for dyslexic/SpLDs, good practice for all
140(1)
Working with the chapter
140(1)
Templates on the website
140(1)
Appendix 1, 2 and 3
141(1)
1 Dipping-in to try out ideas
141(1)
2 Context
142(1)
3 Purposes of thinking
142(9)
3.1 Immediate use and input information
143(6)
3.2 Learning knowledge
149(1)
3.2.1 Understanding
149(1)
3.2.2 Using knowledge
149(1)
3.3 Acquiring and developing a skill
150(1)
4 Techniques to assist using your mind
151(21)
4.1 Mind set: mental preparation
152(2)
4.2 Chunking
154(2)
4.3 Using Thinking Preferences
156(1)
4.4 Recall
157(3)
4.5 Memory consolidation
160(9)
4.5.1 Systematic reviews
164(5)
4.6 Feedback
169(2)
4.7 Catching thoughts as they cross your mind
171(1)
5 Cognition, awareness
172(6)
5.1 Concentration
173(1)
5.2 Metacognition, awareness of ourselves
174(2)
5.3 Observing others
176(1)
5.4 Reflection
176(1)
5.5 Making connections
177(1)
5.6 Prioritising
177(1)
6 A model of learning
178(9)
6.1 Input information
181(1)
6.2 Immediate use
182(1)
6.3 Feedback loop
183(1)
6.4 Long-term memory
184(1)
6.5 Recalling and using directly
185(1)
6.6 Developed use
186(1)
6.7 Subliminal learning
186(1)
References and website information
187(1)
Chapter 4 Thinking Preferences
Mind map and contents
188(1)
Vital for dyslexic/SpLDs, good practice for all
189(1)
Working with the chapter
190(1)
Templates on the website
190(1)
Appendix 1, 2 and 3
191(1)
1 Dipping-in to try out ideas
191(1)
2 Context
192(5)
3 Senses
197(19)
3.1 Visual thinking
200(1)
3.2 Aural and verbal thinking
201(5)
3.3 Kinaesthetic thinking
206(13)
3.3.1 Other kinaesthetic experiences
213(3)
4 Rationale or framework
216(3)
5 Holistic vs. linear styles of thinking
219(8)
5.1 Holistic thinking
224(1)
5.2 Linear thinking
225(2)
6 Myers-Briggs Personality Type (MBPT)
227(12)
6.1 MBPT mental functions and attitudes
228(4)
6.2 Motivation
232(1)
6.3 Implications for dyslexia/SpLD
233(1)
6.4 Examples of problems solved using Myers-Briggs Personality Types
234(4)
6.5 Steps for using MBPT insights to help with dyslexia/SpLD
238(1)
7 Multiple Intelligences (MI)
239(9)
7.1 Summary of Multiple Intelligences
241(1)
7.2 Eight intelligences
242(1)
7.3 Core operations and end-state performance
242(5)
7.4 The 8th Intelligence: Naturalist
247(1)
7.5 Multiple Intelligences in practice
248(1)
8 Sundry extras
248(3)
9 Thinking preferences in practice
251(1)
References, further reading and website information
251(3)
Chapter 5 Thinking Clearly
Mind map and contents
254(1)
Vital for dyslexic/SpLDs, good practice for all
255(1)
Tip: Record the instructions
256(1)
Working with this chapter
256(1)
Templates on the website
256(1)
Appendix 1, 2 and 3
257(1)
1 Dipping-in to try out ideas
257(1)
2 Context
257(3)
2.1 Pausing and thinking clearly as part of dyslexia/SpLD management
259(1)
3 A little physiology and psychology of emotions
260(6)
3.1 Emotional hi-jacking
260(3)
3.2 Emotional states of mind and clear thinking
263(1)
3.3 Confidence
264(1)
3.4 Self-esteem
265(1)
4 Breathing
266(4)
4.1 Cardiac coherence
266(1)
4.2 Good breathing
267(3)
5 Relaxation
270(5)
5.1 Physical exercise
271(1)
5.2 Visualisation
272(3)
6 Brain Gym
275(4)
7 Neuro-Linguistic Programming (NLP)
279(15)
7.1 Sit-stand
280(3)
7.2 Some NLP concepts
283(1)
7.3 Re-framing classification
284(4)
7.4 Using challenges
288(1)
7.5 NLP and memory
289(1)
7.6 Neurological levels - Dilts' levels
290(3)
7.7 Using NLP
293(1)
8 Other systems
294(3)
9 The art of pausing and maintaining clear thinking
297(1)
References, further reading and website information
298(2)
Appendix 1 Resources
Contents
300(1)
Templates on the website
300(1)
1 General resources
301(1)
2 Collecting information together
302(2)
3 Prioritising
304(2)
4 Generating useful questions
306(3)
5 Surveying.
309(1)
6 Recording as you scan
310(1)
7 Monitoring progress
311(1)
References and website information
312(2)
Appendix 2 Individual, Personal Profile of Dyslexia/SpLD and Regime for Managing Dyslexia/SpLD
Contents
314(1)
Templates on the website
315(1)
1 Living confidently
315(1)
2 Building up insights
316(3)
3 The tool box for living confidently
319(3)
4 Updating the tool box
322(2)
5 Negotiating accommodation
324(3)
References and website information
327(1)
Appendix 3 Key Concepts
Contents
328(2)
Templates on the website
330(1)
Context
330(1)
1 Thinking clearly (pausing)
330(3)
1.1 Breathing
331(1)
1.2 Relaxation
332(1)
2 Using the mind well
333(3)
2.1 Mind set
333(1)
2.2 Chunking
333(1)
2.3 Recall and check
334(1)
2.4 Memory consolidation
334(1)
2.5 Concentration
334(1)
2.6 Metacognition
334(1)
2.7 Objective observation
334(1)
2.8 Reflection
335(1)
2.9 Prioritising
335(1)
2.10 A model of learning
335(1)
3 Thinking preferences
336(3)
3.1 Sense-based: visual, verbal and kinaesthetic
336(1)
3.2 Rationale or framework
337(1)
3.3 Holistic vs. linear
337(1)
3.4 Motivation
337(2)
3.4.1 Myers-Briggs Personality Type (MBPT)
338(1)
3.4.2 Multiple Intelligences (MI)
338(1)
3.5 'Other'
339(1)
4 Useful approaches
339(3)
4.1 Materials and methods
339(1)
4.2 Model for developing organisation
340(1)
4.3 Comprehension
340(1)
4.4 Key words
340(1)
4.5 Know your goal
341(1)
4.6 Planning
341(1)
5 Aspects of dyslexia/SpLD
342(2)
5.1 Learned confusion
342(1)
5.2 Oldest memory trace
342(1)
5.3 Attention to learning
342(1)
5.4 Average level of language skills a disadvantage
342(1)
5.5 4 levels of compensation
342(1)
5.6 Pitfalls
343(1)
5.7 Accommodation
343(1)
5.8 Degrees of severity
344(1)
5.9 Stress
344(1)
5.10 Benefits of recognising the problems
344(1)
References and website information
344(2)
Appendix 4 Group Work
Contents
346(1)
1 Context
346(1)
2 Activities to explore Myers-Briggs Personality Type (MBPT)
346(3)
References
349(1)
Glossary
Contents
350(1)
1 Table: Symbols
350(1)
2 Table: Specific Learning Difficulties (SpLDs) descriptions
351(1)
3 Table: Acronyms
352(1)
4 Table: Words and phrases, alphabetical list
353(8)
References and website information
361(1)
List of Templates on the Website
List of templates
362(3)
Addendum A Role for Neurons
Contents
365(1)
1 Dipping-in to try out ideas
365(1)
2 Context - questions
365(1)
3 Building neuronal networks
366(3)
4 Matured dyslexia/SpLD
369(1)
5 Questions answered
370(4)
6 A new paradigm for education
374(2)
7 Conclusion
376(1)
References
377(1)
Index
Useful groups of entries
378(1)
Alphabetic entries
379
Ginny Stacey is the author of these books. She discovered she was dyslexic in her 20s. She is a nationally recognised expert in the study of dyslexia/ SpLD. Committed to helping other dyslexic people achieve their potential, she has developed a range of highly effective techniques for supporting dyslexic students that are now widely used in universities and colleges. Ginny developed the dyslexia support system at Oxford Brookes University from 19912004 and held a post at Oxford University from 20052007. She has been a freelance dyslexia consultant since 1991.

Sally Fowler has been the back-up crew for these books. She discovered she was dyslexic in her 40s. She is an approved teacher for the British Dyslexia Association, with an MA in special education and has taught dyslexic children in schools and students at university. Sally taught at the Unicorn School in Abingdon, then a specialist school for dyslexia, and is a member of BDA and the Oxford SpLD Tutor Group. Since 2007, she has been a freelance support tutor.
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