Dyslexia and learning style: a practitioner's handbook
Mortimore, Tilly, College, Mark and Somerset, Mark (2003) Dyslexia and learning style: a practitioner's handbook, London, UK, Whurr Publishers, 308pp.
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Description/Abstract
The latest research into both dyslexia and learning style shows that adapting the way teachers teach to suit the individual ways in which students learn can maximise success for all students, dyslexic and non-dyslexic. The practical teaching suggestions contained in this book are based firmly upon research findings and have proved successful in a range of mainstream and specialist settings.
The first section of this research based, but practical , book provides an overview of the latest research in two key areas; dyslexia, the dyslexia experience and the major learning styles and the role they play in successful learning. The second section provides a range of ways to diagnose learning styles and techniques to help students to absorb, process and create responses to information across the curriculum; practical strategies to help teachers adapt material to suit the different styles encountered in every classroom and activities to help students develop a more flexible approach to learning.
| Item Type: | Book |
|---|---|
| ISBNs: | 1861563132 (hardback) |
| Keywords: | dyslexia, learning style, cognitive style, strategies for learning, specific learning difficulties |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy |
| Item ID: | 15753 |
| Date Deposited: | 27 May 2005 |
| Last Modified: | 02 Mar 2012 13:47 |
| Contributors: | Mortimore, Tilly (Author) College, Mark (Author) Somerset, Mark (Author) |
| Date: | 2003 |
| Status: | Published |
| Publisher: | Whurr Publishers |
| URI: | http://eprints.soton.ac.uk/id/eprint/15753 |
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