Chapter 1: WHAT IS DYSLEXIA?Definitions
Characteristics Associated with Dyslexia
What Causes Dyslexia?
What do Learning Styles and Multiple Intelligences Have to Do with Dyslexia?
The Strengths Associated with Dyslexia
Famous People with Dyslexia
A Historical Perspective
Chapter 2: ASSESSMENT AND DIAGNOSIS.
What Assessments Can Show
Who Does the Assessments?
What Are the Main Tests?
What Do Some of These Testing Terms Mean?
The Cultural Bias of Tests
What Tests Can’t Do—Limitations
Specific Diagnostic Signs of Dyslexia
What the Label Dyslexia Can and Cannot Do
What Can the Classroom Teacher Do?
Tips for Teachers and Parents
Chapter 3: ABOUT SPECIAL EDUCATION.
The Law
Referral
Formal Evaluation
The Team Meeting
The Individual Educational Plan (IEP)
Work Begins: How to Know if Intervention Is Working
The Annual Review and the Three-Year Reevaluation
Independent Evaluations
Due Process
Tips for Teachers and Parents
Chapter 4: INTERVENTION.
How Much Intervention Is Needed?
Where Can Instruction Be Provided?
What Specialists Can Help?
Other Issues Regarding School Placement
Chapter 5: TEN GENERAL PRINCIPLES OF INSTRUCTION.
Involve the Student
Use Multisensory Teaching Methods
Teach Students to Use Logic Rather than Rote Memory
Present Material Sequentially
Present Material in Small Units
Practice, Practice, Practice, and Review
Help Students Organize Time and Space
Individualize Instruction
Always Be Aware of the Emotional Climate
Laugh a Lot
Tips for Teachers
Chapter 6: TEACHING READING.
Recognizing the Reader with Dyslexia.
The Methods of Teaching Reading.
A Historical Perspective on Reading Instruction.
Which Reading Method Works Best for Students with Dyslexia?
The First Step: Motivation.
The Alphabet: Teaching the Sounds of English.
Reading Words and Sentences: The Three Cueing Systems for Effective Reading.
The First Cueing System: Phonics.
Integrating the Three Cueing Systems.
How to Teach Reading Comprehension.
Chapter 7: TEACHING HANDWRITING.
Should Cursive or Manuscript Be Taught?
When Is a Student Ready to Begin Writing?
The Instruction Technique.
Other Considerations for Handwriting Instruction.
Be Aware of the Emotional Feel of the Lesson.
Published Programs.
Keyboarding Skills
Chapter 8: TEACHING SPELLING.
How to Teach Spelling—The Basic Approach.
The First Step: The Alphabet.
Becoming Familiar with the Structure of the English Language.
The Sections of the Lesson Plan.
A Sample Lesson.
Recommended Sequence for Introducing Phonetic Elements.
Other Important Issues Related to Spelling.
Chapter 9: TEACHING WRITING.
The Process of Writing.
The Basic Sequence for Instruction.
What to Do About Grammar.
Editing.
Other Writing Opportunities.
A Typical Lesson Plan.
Important Considerations.
Chapter 10: TEACHING MATH.
What is Appropriate Instruction?
Before Numbers: Beginning the Work.
Teaching Arithmetic.
Beyond Computation.
Other Supplementary Resources.
A Word on Using Manipulatives.
Everyday Math.
Literature and Math.
A Word About Calculators.
Independent Activity Sheets.
Chapter 11: TEACHING RELATED SUBJECTS.
The Ten General Principles.
Related Subjects.
Homework.
Assessment.
A Summary.
Chapter 12: TEACHING EVERYDAY SKILLS.
Time.
Money.
Remembering Important Details.
Dealing with Environmental Print.
Keeping Track of Things.
A Few Specific Problem Areas.
Chapter 13: ISSUES RELATED TO DYSLEXIA.
Speech and Language.
Gross-Motor and Fine-Motor Skills.
Chapter 14: ADD AND ADHD.
Characteristics.
How Can Teachers Help?
Medications.
Alternatives to Medication.
Resources.
Chapter 15: BEHAVIOR AND SOCIAL SKILLS.
Common Causes and Manifestations.
How Can Teachers Help?
A Note on Passive Resistive Behavior.
What Students Do Not Need.
Chapter 16: SELF-ESTEEM AND OTHER EMOTIONAL NEEDS.
An Analysis of the Problem.
How to Help.
Some Potentially Hard Times.
How to Talk with Students.
When Other Help Is Needed.
Chapter 17: TRANSITIONS.
Remediate or Accomodation? Or Both?
Recording for the Blind and Dyslexic (RFB+D).
The Transition from Elementary to Middle School or Junior High.
The Transition to High School.
The Transition to Trade or Technical Schools, College, or Other Advanced Study.
The Transition to the World of Work
Chapter 18: WHAT CAN PARENTS DO?
Learning How to Observe.
Talking with Parents.
Offering Resources to Parents.
Offering Practical Suggestions to Facilitate Academic Growth.
Other Practical Suggestions
Chapter 19: TALENTS.
A Multiplicity of Strengths.
The Use of Intelligence Tests to Discover Strengths.
What Can Teachers Do to Help Students Discover Their Talents?
How to Nurture Talents in the Classroom.
Students Need Their Talents. Does Society Need Them?
Chapter 20: THE ADULT WITH DYSLEXIA.
Interacting with Adults with Dyslexia.
General Principles of Teaching Adults with Dyslexia.
College.
In Conclusion.