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At a time when dyslexia is being redefined, this book proposes a socially interactive model within the wider framework of specific learning difficulties. The model proposed is flanked by reflective contributions from internationally respected researchers, writers and teachers and each chapter carries messages for educators in all sectors of education. Teachers are challenged to re–examine central issues affecting learning in and beyond compulsory schooling: methods of teaching and provision of learning support; and the integration of meta–affectivity with metacognition.
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