Table of Contents

PART ONE: THEORETICAL UNDERSTANDINGS: IMPLICATIONS FOR PRACTICE
Reading, dyslexia and the brain - Usha Goswami
Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice - Hollis S Scarborough
Policy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative - Sue Ellis
Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge and memory capacity - Kate Cain, Jane Oakhill and Kate Lemmon
Impact of authentic adult literacy instruction on adult literacy practices - Victoria Purcell-Gates, Sophie C Degener, Erik Jacobson and Marta Soler
PART TWO: ASSESSING LITERACY DIFFICULTIES
Is the PhAB really fab? The utility of the phonological assessment battery in predicting gains made by older low-progress readers following two terms of intensive literacy instruction - Kevin Wheldall and Simmone Pogorzelski
Reception class predictors of literacy skills - Jennifer Simpson and John Everatt
Principles for literacy assessment - Peter Johnston and Paula Costello
PART THREE: PEDAGOGY AND PLANNING
Dyslexia and learning style - a note of caution - Tilly Mortimore
Mapping a pedagogy for Special Education Needs - Brahm Norwich and Ann Lewis
Shaping literacy in the secondary school: Policy, practice and agency in the age of the national literacy strategy - Andy Goodwyn and Kate Findlay
Headwoman′s blues: Small group reading and the interactions of culture, gender and ability - Shuaib J Meacham
PART FOUR: INTERVENTIONS IN DIFFERENT CONTEXTS
Excluded voices: Class, culture and family literacy in Scotland - Lyn Tett
Trust your own observations: Assessment of reader and tutor behaviour in learning to read in English and Maori - Ted Glynn and Stuart McNaughton
Long-term outcomes of early reading intervention - Jane Hurry and Kathy Sylva
Student writing in higher education: An academic literacies approach - Mary R Lea and Brian V. Street
PART FIVE: TRANSFORMING PRACTICE
Dyslexia and adult literacy: Does dyslexia disempower? - Hugo Kerr
Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school - Edward C Melhuish, Mai B Phan, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford and Brenda Taggart

About the Author

Dr. Gavin Reid is an international consultant and psychologist with consultancies in Canada, UK, Europe, Middle East, Asia and Australasia. He was Visiting Professor at the University of British Columbia in Vancouver, Canada, in the Department of Education and Counseling Psychology and Special Education in 2007 and 2010.
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He is chair of the British Dyslexia Association Accreditation Board and an ambassador for the Helen Arkell Dyslexia Centre in the UK and is a Consultant/Psychologist for the Centre for Child Evaluation and Teaching (CCET) in Kuwait and the Lighthouse Learning Centre in Cairo. He is also a director of the Red Rose School for children with specific learning difficulties in St Annes on Sea, Lancashire, UK. 

He was formerly senior lecturer in the Department of Educational Studies (formally Department of Special Education), Moray House School of Education, University of Edinburgh, from 1991 to 2007. He has written 34 books on learning, motivation and dyslexia and lectured to thousands of professionals and parents in 75 countries. Some of his books have been published in Polish, Italian, Greek, Arabic, Hebrew, French, Latvian and Slovak. He is an experienced teacher with over ten years’ experience in the classroom and has held external examiner appointments at 20 universities worldwide for PhD and masters’ courses. He resides in Vancouver and Edinburgh.

His email is gavinreid66@gmail.com and his website is: www.drgavinreid.com