Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Gifted and Talented Children with Special Educational Needs
Gifted pupils who also have special needs often receive provision for the special need whilst the giftedness is overlooked. Children with such double exceptionality can become depressed, frustrated and misbehave, and may not fulfil their potential. Based on international research and practice, this practical text enables the reader to identify highly able pupils with special needs, such as ADHD, dyspraxia, dyslexia and Downs Syndrome, and then make provision for them within the mainstream school. The book offers three emerging themes: creating a positive, constructive and supportive learning environment; offering a cognitively challenging curriculum; and engaging the learners in partnership to understand and manage their learning support. Whilst aimed mainly at teachers and students at both primary and secondary levels, this book should also be of interest to educators, researchers and educational psychologists.
Dyslexia-friendly Strategies for Reading, Spelling and Handwriting
Many pupils with dyslexia have poor spelling and handwriting, even when their reading is adequate. This practical yet evidence-based book shows teachers who work with pupils with dyslexia how they can effectively address these areas of weakness. Diane Montgomery introduces her popular Cognitive Process Strategies for Spelling (CPSS) and provides guidance on how this direct action can be successfully used in both primary and secondary contexts. The book describes dyslexia-friendly approaches in Logographic, Alphabetic and Orthographic phases – ‘the three faces’ of dyslexia. Best literacy practice for all children is illustrated in a developmental reading and spelling approach, handwriting as a support to literacy teaching is explained and strategies for overcoming handwriting difficulties are detailed from Reception onwards. Dyslexia-friendly Strategies for Reading, Spelling and Handwriting is full of new research, case examples and practical methods that have been tried and tested in the classroom. This is a must-read guide for all teachers and SENCOs in primary and secondary settings working with pupils with dyslexia.
Spelling, Handwriting and Dyslexia
This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and student-teachers to understand the valuable contribution spelling and handwriting makes to literacy development in primary and secondary schools, this book shows them how to overcome existing barriers to learning. Chapters cover key topics such as: the nature of spelling and the impact of the National Literacy Strategy the strengths and weaknesses of existing schemes for handwriting the definitions of dyslexia and how common spelling errors by dyslexics are made making effective links between strategic assessment and strategic interventions in schools problem-based learning, underpinned by plenty of casestudies and real life classroom examples. Written by a well-known author in the field of literacy and dyslexia, this is a core text that will interest teachers, teacher educators, and undergraduate and postgraduate students in education and inclusion.
Able Underachievers
Since the introduction of mass schooling educationalists have been concerned that large numbers of able children have underfunctioned. This book advocates that the current curriculum needs to be taught differently so as to include all learners and to 'engage their brains' with the curriculum content. Evidence of what is needed and what works with able underachievers, the disaffected and low attainers from a wide range of backgrounds lies in the pedagogy used. It concludes that teaching and learning methods need to be modified to become learning orientated and learner centred rather than subject orientated and teacher centred. Education will then have 'come of age'.
Sooner, Faster, Better Reading for All
Sutton Trust research showed that disadvantaged children were 11.5 months behind advantaged peers in reading by the end of their first year of primary education, and never caught up. By the time these students were completing their GCSE examinations, they were 20 months behind. This book provides a 7-point plan to change this, so that all children, including those with dyslexia, can become readers by the end of Year 1 and critical readers in secondary school. The changes proposed are cost-free, in terms of both money and teachers’ time. This book is for educators and their students, early years teachers, English teachers and Special Education Co-ordinators (SENCos) in primary and secondary schools, and in Further Education as well as reading researchers and policy makers. Altogether, the 7-point plan proposed in this book will improve reading fluency, comprehension, and subject attainments across the curriculum, including mathematics.
Dyslexia and Gender Bias
Providing an overview of the various understandings and approaches taken to dyslexia over the last 100 years, this text considers why men have traditionally taken the lead in dyslexia theory and research, whilst women have often been confined to practice. Exploring how and why particular pathways in dyslexia theory, research and practice were historically pursued, whilst other potentially successful methods were not, Montgomery argues that gender bias has played a significant and often obstructive role in the development of our identification and understanding of dyslexia. Explaining why women and girls have often been under-represented in dyslexia clinics and in research, chapters trace the...
Including the Gifted and Talented
This single volume presents the views of experts from the field which challenge the assumption that educational inclusion relates only to those pupils with learning difficulties. In this book, the authors examine the extent to which a truly inclusive context can provide a challenging environment for gifted and talented pupils. Key issues explored include: the social and emotional aspects of being a gifted and talented pupil the pros and cons of being labelled gifted and talented in very young children why ‘regular’ classrooms are the best place to educate gifted and talented pupils modifying the basic school curriculum to meet the needs of gifted and talented pupils What is submerged talent and how can it be found? As the Government has recently initiated the Excellence in Cities scheme, this thought-provoking volume is an invaluable read to student teachers, practitioners, academics and researchers who wish to further their study in this hot topic.
Tackling Disadvantage and Underachievement in Schools
This practical resource shows what teachers can do to combat disadvantage and underachievement in schools and from early years to secondary education. Written by an experienced teacher, teacher educator and chartered psychologist, the book highlights effective teaching and learning methods that can be used to overcome barriers to learning, satisfy different learning needs and help students achieve their full potential. Packed with up-to-date research, useful guidance and examples, the book explores what schools have done and what they can do without need for extra resourcing. It includes case studies that examine the types of underachievement patterns that are found across age ranges and, by...
Productive Remembering and Social Agency
Productive Remembering and Social Agency examines how memory can be understood, used and interpreted in forward-looking directions in education to support agency and social change. The edited collection features contributions from established and new scholars who take up the idea of productive remembering across diverse contexts, positioning the work at the cutting edge of research and practice. Contexts range across geographical locations (Canada, China, Rwanda, South Africa) and across critical social issues, from HIV & AIDS to the legacy of genocide and Indian residential schools, from issues of belonging, place, and media to interrogations of identity. This interdisciplinary collection is relevant not only to education itself but also to memory studies and related disciplines in the humanities and social sciences.
Understanding and Supporting Children with Emotional and Behavioural Difficulties
This is a comprehensive guide to this group of ill-defined, often unrelated disorders, which can cause children to become disruptive both in the school and at home. The text examines the potential causes of both emotional and behavioural problems.
