Dyslexia, literacy and inclusion : child-centred perspectives / Sean MacBlain, Louise Long, Jill Dunn. [print]

Includes bibliographies and index.

Machine generated contents note: The aims of the book Sean MacBlain Louise Long Jill Dunn -- Perspectives on dyslexia Sean MacBlain Louise Long Jill Dunn -- Pupil well-being and well-becoming Sean MacBlain Louise Long Jill Dunn -- Why we need to understand child-centred approaches Sean MacBlain Louise Long Jill Dunn -- The organisation of the book Sean MacBlain Louise Long Jill Dunn -- How readers can get the best from the book Sean MacBlain Louise Long Jill Dunn -- 1.Changing experiences in childhood: challenges for the 21st century Sean MacBlain Louise Long Jill Dunn -- Chapter aims Sean MacBlain -- Introduction Sean MacBlain -- Dyslexia and the changing nature of childhood Sean MacBlain -- Emerging curricula: current and proposed initiatives Sean MacBlain -- The changing nature of schools: implications for dyslexia Sean MacBlain -- Summary Sean MacBlain -- Recommended reading Sean MacBlain -- References Sean MacBlain --

Note continued: 2.Child-centred literacy pathways: pupils' perspectives Sean MacBlain -- Chapter aims Louise Long -- Introduction Louise Long -- Exploring critical literature on pupil voice Louise Long -- Metacognition in the context of voice Louise Long -- Innovative methodologies for exploring the views of young learners Louise Long -- An illustrative case study: the views of young learners Louise Long -- Implications for transforming practice Louise Long -- Summary Louise Long -- Recommended reading Louise Long -- References Louise Long -- 3.Meeting the needs of children with dyslexia and developmental literacy difficulties: holistic approaches Louise Long -- Chapter aims Sean MacBlain -- Introduction Sean MacBlain -- The nature of emotional intelligence Sean MacBlain -- Developing emotional intelligence Sean MacBlain -- Self-efficacy and its relevance Sean MacBlain -- Summary Sean MacBlain -- Recommended reading Sean MacBlain --

Note continued: References Sean MacBlain -- 4.Child-centred approaches to the identification and assessment of dyslexia and developmental literacy difficulties Sean MacBlain -- Chapter aims Sean MacBlain Louise Long -- Introduction Sean MacBlain Louise Long -- Formal and informal assessment Sean MacBlain Louise Long -- Low achievement Sean MacBlain Louise Long -- Underachievement Sean MacBlain Louise Long -- Advancing inclusivity for pupils with EAL who have dyslexia Sean MacBlain Louise Long -- Dyslexia and comorbidity: coexistence with other developmental disorders Sean MacBlain Louise Long -- Summary Sean MacBlain Louise Long -- Recommended reading Sean MacBlain Louise Long -- References Sean MacBlain Louise Long -- 5.Raising literacy standards: perspectives on best practice Sean MacBlain Louise Long -- Chapter aims Sean MacBlain Louise Long Jill Dunn -- Introduction Sean MacBlain Louise Long Jill Dunn --

Note continued: Key principles of working with children with Sean MacBlain Louise Long Jill Dunn -- dyslexia and literacy difficulties Sean MacBlain Louise Long Jill Dunn -- Identifying best practice in Early Years settings Sean MacBlain Louise Long Jill Dunn -- Identifying best practice in primary schools Sean MacBlain Louise Long Jill Dunn -- Fostering and advancing partnerships: home, school, community and child Sean MacBlain Louise Long Jill Dunn -- Teachers in training: challenges for schools Sean MacBlain Louise Long Jill Dunn -- Summary Sean MacBlain Louise Long Jill Dunn -- Recommended reading Sean MacBlain Louise Long Jill Dunn -- References Sean MacBlain Louise Long Jill Dunn -- 6.Advancing inclusive cultures for literacy learning in the mainstream primary school Sean MacBlain Louise Long Jill Dunn -- Chapter aims Louise Long -- Introduction Louise Long -- The educational context Louise Long --

Note continued: Professional learning communities Louise Long -- Collaborative modes of inquiry Louise Long -- An illustrative case study Louise Long -- Implications Louise Long -- Summary Louise Long -- Recommended reading Louise Long -- References Louise Long -- 7.New literacies in the classroom: forging culturally responsive curricula Louise Long -- Chapter aims Jill Dunn -- Introduction Jill Dunn -- New literacies Jill Dunn -- Following children's interests Jill Dunn -- Accessing the views of children Jill Dunn -- Summary Jill Dunn -- Recommended reading Jill Dunn -- References Jill Dunn -- 8.Contemporary Challenges: Looking To The Future Jill Dunn -- Chapter aims Sean MacBlain Jill Dunn Louise Long -- Introduction Sean MacBlain Jill Dunn Louise Long -- Child centredness: implications for practice in the 21st-century classroom Sean MacBlain Jill Dunn Louise Long --

Note continued: Key principles in providing for children with dyslexia in the inclusive classroom Sean MacBlain Jill Dunn Louise Long -- Mentoring teachers in training: implications and challenges for schools Sean MacBlain Jill Dunn Louise Long -- Summary Sean MacBlain Jill Dunn Louise Long -- Recommended reading Sean MacBlain Jill Dunn Louise Long -- References Sean MacBlain Jill Dunn Louise Long.

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