000 02403dam a2200385ua 4500
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003 0001
008 150114s2000 enk || 001 ||eng
015 _aGBA018878
_2bnb
019 y _abA018878
019 9 _a1861561369
019 g _aadv5000735617
019 a _aG05875637
019 1 _a1861561369
020 _a1861561369 :
035 _a(IeDuTC)d12734236
039 0 _a2642
040 _aIeDuTC
_dUk
082 0 4 _a371.9144
_221
084 _a371.9144
_bROB-D
100 1 _aRobertson, Jean,
_cPhD.
245 1 0 _aDyslexia and reading :
_h[Book] :
_ba neuropsychological approach /
_cJean Robertson.
260 _aPhiladelphia :
_aPhiladelphia :
_bWhurr,
_c2000.
300 _axi, 168p. ;
_c24cm.
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
365 _a01
_b1150
504 _aIncludes bibliographical references and index.
520 _aIntended primarily for those people who are responsible for providing support for dyslexic students, but also for research workers in this field. Jean Robertson?s book begins with an overview of neuropsychological theory and brain function to help shed light on what is observed by teachers in their day-today interaction with students. The varied demands of the reading process are discussed, and an overview is given of how neuropsychological theory can contribute to the development of specific intervention techniques.The book then deals with both theoretical and practical considerations of dyslexia and reading. It discusses a developmental model of reading and the role the cerebral hemispheres play in the reading process, the visual and auditory aspects of reading and the development of intervention programmes. Subtypes of dyslexia are considered and examples given of how pupils are assessed and allocated to groups. Two different intervention methods are then discussed with case studies illustrating them, and this section is followed by a discussion of experimental work from the two studies. The book concludes with a chapter on neuropsychological intervention, particularly in the school setting.
521 _aAll.
650 0 _aDyslexia.
650 0 _aReading, Psychology of.
690 7 _aSocial Welfare
_2blcoll
852 _p50169
_91150.00
_vIqra Book Agency
_dBooks
999 _c16088
_d16088