Preface |
|
xiii | |
|
|
1 | (8) |
|
|
3 | (3) |
|
The Dyslexic Brain Is Different |
|
|
6 | (1) |
|
Dyslexia Is a Different Ability |
|
|
6 | (3) |
|
2 How Do I Know If My Child Has Dyslexia? |
|
|
9 | (22) |
|
|
9 | (2) |
|
Spotting the Signs -- the Early Years (ages 3--7) |
|
|
11 | (4) |
|
Spotting the Signs -- the Later Primary School Years (ages 8--11) |
|
|
15 | (6) |
|
Secondary School and the Teenage Years |
|
|
21 | (1) |
|
Possible Indicators at Secondary School |
|
|
22 | (3) |
|
Spotting the Signs at Any Age |
|
|
25 | (2) |
|
|
27 | (4) |
|
3 I Think My Child Has Dyslexia ... What Next? |
|
|
31 | (18) |
|
The Importance of a Professional Assessment |
|
|
32 | (1) |
|
Key Players in Early Identification |
|
|
32 | (4) |
|
Preparing for an Educational Psychologist's Assessment |
|
|
36 | (3) |
|
Understanding the Completed Assessment |
|
|
39 | (5) |
|
You Have the Report ... What Next? |
|
|
44 | (5) |
|
4 How to Talk about Dyslexia and Handle Feelings |
|
|
49 | (13) |
|
The Importance of Talking with Your Child |
|
|
49 | (2) |
|
Telling Your Child about Dyslexia |
|
|
51 | (3) |
|
Talking to Younger Children |
|
|
54 | (3) |
|
Talking to Teenage Children |
|
|
57 | (5) |
|
|
62 | (23) |
|
Helping Your Child to Become a Confident Reader |
|
|
62 | (3) |
|
Letter Sounds, Decoding Words and `Phonological Awareness' |
|
|
65 | (3) |
|
Comprehending What is Being Read |
|
|
68 | (2) |
|
Achieving Reading Fluency |
|
|
70 | (4) |
|
|
74 | (3) |
|
|
77 | (1) |
|
Reading in the Secondary School Years |
|
|
78 | (2) |
|
Helping with the Challenges of Reading at School |
|
|
80 | (4) |
|
Home Tools to Support Reading Skills |
|
|
84 | (1) |
|
|
85 | (20) |
|
Dealing with Being a Poor Speller |
|
|
85 | (1) |
|
The Challenges of Learning to Spell |
|
|
86 | (3) |
|
Supporting Spelling in the Early Years |
|
|
89 | (3) |
|
Coping with the Dreaded Weekly Spelling Tests |
|
|
92 | (1) |
|
Some Fun Ideas to Help with Spellings |
|
|
93 | (4) |
|
Creating a Personal Dictionary of Words |
|
|
97 | (2) |
|
|
99 | (1) |
|
Spelling in the Later Years |
|
|
100 | (1) |
|
Top Tips for Supporting a Dyslexic Teenager |
|
|
100 | (3) |
|
Home Tools to Support Spelling |
|
|
103 | (2) |
|
|
105 | (21) |
|
Helping with Putting Pen to Paper |
|
|
105 | (1) |
|
|
106 | (1) |
|
Supporting the Mechanics of Writing |
|
|
107 | (2) |
|
Supporting the Creative Skills of Writing |
|
|
109 | (6) |
|
Helping with the Challenges of Note-Taking |
|
|
115 | (1) |
|
Writing in Secondary School and the Teenage Years |
|
|
116 | (2) |
|
Helping with Writing Challenges |
|
|
118 | (5) |
|
Being an Advocate and Ensuring Equal Opportunity in Exams |
|
|
123 | (1) |
|
Home Tools to Support Writing Skills |
|
|
124 | (2) |
|
8 Working Memory: The Challenges of Forgetfulness |
|
|
126 | (21) |
|
Strategies and Techniques to Tackle a Poor Memory |
|
|
126 | (2) |
|
The Challenges of a Poor Memory -- the Early Years |
|
|
128 | (4) |
|
Learning Weekly Spellings |
|
|
132 | (3) |
|
|
135 | (1) |
|
Helping Memory in the Early Years |
|
|
136 | (1) |
|
|
137 | (1) |
|
Transition from Primary to Secondary School |
|
|
137 | (2) |
|
How You Can Help with Organization and Study Time |
|
|
139 | (7) |
|
Home Tools to Aid Memory and Organization in Secondary School |
|
|
146 | (1) |
|
|
147 | (23) |
|
Dealing with Homework from the Early to Teenage Years |
|
|
147 | (1) |
|
The Challenges in the Early Years |
|
|
148 | (1) |
|
Why Is Homework Taking So Long? |
|
|
148 | (3) |
|
Does Homework Need to Be So Stressful? |
|
|
151 | (6) |
|
Why Is Being Organized Such an Effort? |
|
|
157 | (2) |
|
How Can Homework Be a Positive Experience? |
|
|
159 | (2) |
|
The Challenges in the Secondary School Years |
|
|
161 | (1) |
|
Transition from Primary to Secondary School Homework |
|
|
161 | (6) |
|
Supporting a Teenager through Secondary School |
|
|
167 | (2) |
|
Home Tools to Support Homework |
|
|
169 | (1) |
|
|
170 | (16) |
|
Supporting a Dyslexic Teenager |
|
|
170 | (1) |
|
The Challenges of Studying |
|
|
171 | (3) |
|
Four Main Strategies for Improved Studying |
|
|
174 | (12) |
|
11 Communicating with School and Being an Advocate |
|
|
186 | (20) |
|
Critical Support throughout a Child's School Career |
|
|
186 | (1) |
|
The Beginning of the Journey |
|
|
187 | (2) |
|
Advocating during the Primary School Years |
|
|
189 | (5) |
|
Choosing a Secondary School |
|
|
194 | (3) |
|
Handy Hints for Preparing for Secondary School |
|
|
197 | (1) |
|
Maintaining Support for a Teenage Dyslexic |
|
|
198 | (3) |
|
How to Be an Advocate During Exam Time |
|
|
201 | (5) |
|
12 Emotional Support-Fostering Self-Belief |
|
|
206 | (25) |
|
The Struggle for Self-Esteem |
|
|
206 | (2) |
|
Enhancing Your Child's Self-Esteem |
|
|
208 | (1) |
|
|
209 | (7) |
|
|
216 | (2) |
|
Supporting a Dyslexic Teenager at Home |
|
|
218 | (4) |
|
Owning and Respecting Dyslexia |
|
|
222 | (4) |
|
A Final Word -- Dyslexia Beyond the School Years |
|
|
226 | (1) |
|
|
226 | (2) |
|
Changing Attitudes to Dyslexia |
|
|
228 | (3) |
Appendix |
|
231 | (1) |
Possible Co-Existing Difficulties |
|
231 | (2) |
Endnotes |
|
233 | (2) |
Acknowledgements |
|
235 | (1) |
Index |
|
236 | |