The Dyslexic Adult: Interventions and Outcomes - an Evidence-based Approach, Second Edition PDF
Preview The Dyslexic Adult: Interventions and Outcomes - an Evidence-based Approach, Second Edition
The Dyslexic Adult The Dyslexic Adult Interventions and Outcomes – An Evidence-based Approach SecondEdition David McLoughlin Independent Dyslexia Consultants, London and Department of Psychology, University of Buckingham Carol Leather Independent Dyslexia Consultants, London Thiseditionfirstpublished2013bytheBritishPsychologicalSocietyandJohnWiley&Sons,Ltd. (cid:2)C 2013JohnWiley&Sons,Ltd Editionhistory:WhurrPublishersLtd.(1e,2002) BPSBlackwellisanimprintofJohnWiley&Sons,formedbythemergerofWiley’sglobalScientific, TechnicalandMedicalbusinesswithBlackwellPublishing. RegisteredOffice JohnWiley&SonsLtd,TheAtrium,SouthernGate,Chichester,WestSussex,PO198SQ,UK EditorialOffices 350MainStreet,Malden,MA02148-5020,USA 9600GarsingtonRoad,Oxford,OX42DQ,UK TheAtrium,SouthernGate,Chichester,WestSussex,PO198SQ,UK Fordetailsofourglobaleditorialoffices,forcustomerservices,andforinformationabouthowtoapplyfor permissiontoreusethecopyrightmaterialinthisbookpleaseseeourwebsiteat www.wiley.com/wiley-blackwell. TherightofDavidMcLoughlinandCarolLeathertobeidentifiedastheauthorsofthisworkhasbeen assertedinaccordancewiththeUKCopyright,DesignsandPatentsAct1988. Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmitted, inanyformorbyanymeans,electronic,mechanical,photocopying,recordingorotherwise,exceptas permittedbytheUKCopyright,DesignsandPatentsAct1988,withoutthepriorpermissionofthepublisher. Wileyalsopublishesitsbooksinavarietyofelectronicformats.Somecontentthatappearsinprintmaynot beavailableinelectronicbooks. Designationsusedbycompaniestodistinguishtheirproductsareoftenclaimedastrademarks.Allbrand namesandproductnamesusedinthisbookaretradenames,servicemarks,trademarksorregistered trademarksoftheirrespectiveowners.Thepublisherisnotassociatedwithanyproductorvendormentioned inthisbook.Thispublicationisdesignedtoprovideaccurateandauthoritativeinformationinregardtothe subjectmattercovered.Itissoldontheunderstandingthatthepublisherisnotengagedinrendering professionalservices.Ifprofessionaladviceorotherexpertassistanceisrequired,theservicesofacompetent professionalshouldbesought. LibraryofCongressCataloging-in-PublicationData McLoughlin,David,1948– Thedyslexicadult:interventionsandoutcomes:anevidence-basedapproach/DavidMcLoughlin,Carol Leather.–Secondedition,revisedandexpanded. p. cm. Firstedition,London:Whurr,2002. Includesbibliographicalreferencesandindex. ISBN978-1-119-97394-2(cloth:alk.paper)–ISBN978-1-119-97393-5(pbk.:alk.paper) 1.Dyslexia. 2.Dyslexics. I.Leather,Carol. RC394.W6M432012 616.85(cid:3)53–dc23 2012045249 AcataloguerecordforthisbookisavailablefromtheBritishLibrary. CoverdesignbyDesignDeluxe Setin10/12ptMinionbyAptaraInc.,NewDelhi,India TheBritishPsychologicalSociety’sfreeResearchDigeste-mailserviceroundsupthelatestresearchand relatesittoyoursyllabusinauser-friendlyway.Tosubscribegotowww.researchdigest.org.ukorsendablank [email protected]. 1 2013 Toourfamilies–whomattermost Contents PrefacetotheSecondEdition xv PrefacetotheFirstEdition xvii Acknowledgements xix Prologue xxi 1 DyslexiaintheAdultYears 1 Introduction 1 History 5 Terminology 6 DefiningDyslexia 6 Evidence-basedPractice 8 TheNatureofDyslexia:BehaviouralCharacteristics 10 ObservableBehaviouralCharacteristics 11 AffectiveCharacteristics 12 PositiveCharacteristics 13 BehaviouralCharacteristics:EmpiricalEvidence 15 ExplainingCharacteristics 15 BiologyandNeurology 15 Cognition 17 Dyslexia:AWorkingMemoryModel 19 ExplainingPositiveCharacteristics 23 ExplainingAffectiveCharacteristics 26 AWorkingDefinition 28 DyslexiaandOtherSyndromes 28 Dyspraxia 29 Dyscalculia 30 AttentionDeficitDisorder/AttentionDeficitHyperactivityDisorder 31 Asperger’sSyndrome 31 VisualStress 32 DegreesofDyslexia 32 ThePrevalenceofDyslexia 33 Summary 34 viii Contents 2 Interventions 35 Introduction 35 PsychologicalDevelopmentintheAdultYears 35 Transitions 37 SuccessfulAdjustment 38 RiskandResilience 38 LearninginAdulthood 40 TypesofIntervention 41 TheRoleoftheTutor/Coach 44 KeySkills 44 TheDevelopmentofMetacognitiveSkills 46 SkillDevelopment,CompensationandAccommodation: AnIntegratedFrameworkforDevelopment 47 AlternativeInterventions 49 Summary 51 3 IdentificationandAssessment 52 Introduction 52 InformationGathering 53 Interviews 54 Screening 57 Checklists 57 Computer-basedTests 58 LADS–PlusVersion 58 StudyScanandQuickScan 58 IndividuallyAdministeredTests 59 YorkAdultAssessmentBattery 59 DyslexiaAdultScreeningTest(DAST) 60 ScholasticAbilitiesTestforAdults(SATA) 60 FormalDiagnosis 61 TestingIntelligence 62 WAIS-IV 63 VerbalTests 64 WorkingMemoryTests 64 PerceptualReasoningTests 64 ProcessingSpeed 64 TheGlobalComposite–FullScaleIQ 64 TheSpecificComposite–IndexScores 65 TheSub-test–LevelWAIS-IVasanIpsativeTest 65 TheItemLevelandTaskCognitiveCapacities 66 AbbreviatedScales 67 TestsforTeachers 68 FurtherPsychologicalTesting 68 PhonologicalProcessingandNamingSpeed 68 MemoryAbility 69 ExecutiveFunctioning 70 Contents ix AchievementsinLiteracyandNumeracy 71 Reading 71 ReadingLevels 71 TheComponentsofaReadingAssessment 73 Decoding 73 Comprehension 74 ListeningComprehension 75 SpeedofReading 75 TheAssessmentofMetacognitioninReading 76 TheAssessmentofReadingSkillsandInformationTechnology 77 WritingandSpelling 77 Numeracy 79 MeasuringAffectiveCharacteristics 80 Self-Esteem 80 Anxiety 80 Re-assessment 81 DiagnosisandEnglishasanAdditionalLanguage 81 DiagnosisandOtherSyndromes 83 Dyspraxia/DCD 84 Dyscalculia 84 ADD/ADHD 85 Asperger’sSyndrome 85 VisualStress 85 PretendingtoHaveaLearningDifficulty 86 FeedbacktoClient 86 ReportWriting 87 Summary 88 AppendixA:SampleReport 95 AppendixB:AGuidethroughtheMazeofAssessments 97 4 Counselling 100 Introduction 100 AimsofCounselling 101 IssuesinCounsellingDyslexicPeople 101 ApproachestoCounselling 102 CoupleCounselling 110 ReferringOn 110 Summary 111 5 PersonalDevelopment 112 Introduction 112 Self-understanding 112 TheNatureoftheDifficulty 113 InterpretingDyslexia 113 AbilitiesandStrengths 116 Metacognition 123 x Contents TheImportanceofMetacognitiontoLearningandWorking 124 AMetacognitiveTechnique 127 IssuesinPersonalDevelopment 128 SelfAdvocacy 129 PersonalOrganisation 129 GoalSetting 130 Prioritisation 130 MemorySkills 132 SocialSkills 133 ADyslexicPerson’sPerspective 135 ACaseHistory–C 138 Summary 140 6 LiteracyforLiving 141 Introduction 141 ProseLiteracy 142 DocumentLiteracy 142 QuantitativeLiteracy 142 LifelongLearning 142 PlanningaProgramme 144 InformationProcessingandLiteracy 145 ImprovingLevelsofLiteracy 147 ImprovingReadingAccuracy 147 ImprovingReadingComprehension 151 ThePassReadingStrategy 151 ImprovingSpelling 153 ImprovingWriting 154 ImprovingQuantativeLiteracy 156 ADyslexicPerson’sPerspective 158 CoachesComment 160 Summary 160 7 AcademicandProfessionalLearningSkills 162 Introduction 162 TheKeystoSuccessinHigherandProfessionalEducation 164 TheImportanceofMetacognition 164 Self-understandingandSelf-reflection 164 SelfReflectionAttributionandSelfEfficacy 165 LearningandWorkingStyles 166 CognitiveLearningDifferences 166 BehaviouralLearningStyles 166 TimeManagement 167 OrganisationofWork 167 Reading 168 CriticalReadingSkills 170 ComprehendingDiagrammaticandTabularFormats 171 Contents xi EssayWriting 172 UnderstandingtheTask–QuestionAnalysisandProcessWords 173 Proofreading 174 GrammarandPunctuation 175 Spelling 175 ListeningComprehension 176 NoteTaking 177 NoteMaking 179 RevisionandMemorySkills 180 Examinations 182 Statistics 184 Presentations 185 WorkinginaGroup 186 Tutorials 187 TheRoleoftheTutor 188 TheRoleoftheStudent 189 TheKeystoSuccess 189 TheResponsibilitiesofCollegesandUniversities 190 StudySkillsCourseOutline 190 ADyslexicPerson’sPerspective 192 SampleAssessmentReport 193 Summary 201 8 CareerDevelopmentandGuidance 203 Introduction 203 ApproachestoCounsellingandDevelopment 204 CareerGuidance:ADecisionMakingModel 205 CareerGuidanceandtheDyslexic:AModel 206 CaseExample 214 CareerDevelopment 215 ADyslexic’sPerspective:DyslexiaandJournalism 216 Summary 218 9 DyslexiaAtWork 219 Introduction 219 TheWholeOrganisation:AwarenessTraining 220 Disclosure:ToTellorNotToTell 224 GoodnessofFit 224 RecruitmentandSelection 225 Recruitment 225 Selection 226 TheWorkplaceAssessment/Consultation 226 TheManager’sRole 227 ChallengesFacingDyslexicPeople 228 MetacognitiveSkillsatWork 230 TransferofSkills 230 xii Contents EvaluationandReflection 230 ChangesandTransitionsatWork 230 SupportintheWorkplace 231 TutoringTraining,CoachingandMentoring 231 ACoachingExample 232 ProgrammeLength 233 Mentoring 234 AddressingChallenges 234 Organisation 234 TimeManagementandWorkPrioritisation 235 OrganisationofWorkandtheWorkSpace 236 Memory 237 ReadingatWork 237 ReadingforInformation 238 ReadingComplexMaterial 238 SpecificVisualDifficulties 239 PerformanceIssues 239 WrittenWorkintheOffice 240 RecordKeeping 240 ReportWriting 241 Numeracy 242 ProofreadingandChecking 243 ListeningSkillsatWork 243 MinuteandNoteTaking 244 Meetings 244 WorkinginaTeam 245 Interviews 247 ANoteontheUseofTechnology 248 WorkplaceConsultancyReport 248 ACoachingCourseOutline 254 Summary 256 10 Advocacy 257 Introduction 257 TheLegislativeFramework 259 DyslexiaasaMentalImpairment 259 AdverseEffectswhichareSubstantial 260 Long-TermSubstantialEffects 260 NormalDay-to-DayEffects 260 ReasonableAdjustments 261 IndividualNeeds 262 IntegratedExperience 262 EssentialRequirementsoftheJob/Course 263 AnUndueFinancialorAdministrativeBurden 263 AdjustmentsinRecruitment,SelectionandPromotion 263 TypesofTestAccommodations/Adjustments 264
Description:The list of books you might like
