At a time when dyslexia is being redefined, this book proposes a socially interactive model within the wider framework of specific learning difficulties. The model proposed is flanked by reflective contributions from internationally respected researchers, writers and teachers and each chapter carries messages for educators in all sectors of education. Teachers are challenged to re--examine central issues affecting learning in and beyond compulsory schooling: methods of teaching and provision of learning support; and the integration of meta--affectivity with metacognition.
Part 1 Central issues: seeing the wood and the trees - specific learning difficulties and dyslexia, Morag Hunter-Carsch; reflections and research, Tim Miles; visual difficulties with print, Sue Mailley; restructuring the structured approach, Morag Hunter-Carsch; beyond metacognition - the integration of meta-affectivity as a component of metacomprehension, Morag Hunter-Carsch; a social-interactive model of specific learning difficulties, Margaret Herrington and Morag Hunter-Carsch. Part 2 Roots and branches: specific developmental dyslexia - back to the future?, Peter Pumfrey; adult dyslexia - research and practice, Hannah Paoussi-Olli; partnerships with parents, Morag Hunter-Carsch; dyslexia and multilingual matters, Lindsay Peer; mathematically thinking, Anne Henderson; ICT-based interactive learning, Alan Crombie and Margaret Crombie.