T. R. Miles

First Published in 2003. The authors’ two earlier books, On Helping the Dyslexic Child and More Help for Dyslexic Children, are here presented as a single volume. This book is concerned with all aspects of helping dyslexic children. A brief account is given of what dyslexia is and what are the kinds of difficulties which these children have to face. A chapter entitled 'Help at home and at school' shows how they can be encouraged and given confidence; a chapter entitles 'Help for the seven-year old' indicates how informal help with reading and spelling can be given in the home; while further two chapters set out the essentials of a programme for teaching spelling which takes account of their distinctive strengths and weaknesses. Children are encouraged to build up their own dictionaries and sentences are include which will enable them to practise a systematic way what they have been taught. A final chapter makes some suggestions for help with arithmetic, and advise s given on the choice of the readers, workbooks and materials. The authors emphasise the need for common sense on the part of both parents and teachers, coupled with careful observation of the kinds of things which dyslexic children find difficult even when they display striking ability in other ways.

This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students this book will:• guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study • outline how to get the best personally and academically from higher education • give practical advice on setting up and using support facilities (both human and technological) • be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act. New chapters include 'Dyslexia plus', giving information on dyspraxia, attention disorders, Asperger's syndrome, and the more controversial 'dyscalculia'. ‘Out of College and into Work’ gives advice for students on the challenges they face after graduation.

This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students this book will:• guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study • outline how to get the best personally and academically from higher education • give practical advice on setting up and using support facilities (both human and technological) • be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act. New chapters include 'Dyslexia plus', giving information on dyspraxia, attention disorders, Asperger's syndrome, and the more controversial 'dyscalculia'. ‘Out of College and into Work’ gives advice for students on the challenges they face after graduation.

First Published in 2003. The authors’ two earlier books, On Helping the Dyslexic Child and More Help for Dyslexic Children, are here presented as a single volume. This book is concerned with all aspects of helping dyslexic children. A brief account is given of what dyslexia is and what are the kinds of difficulties which these children have to face. A chapter entitled 'Help at home and at school' shows how they can be encouraged and given confidence; a chapter entitles 'Help for the seven-year old' indicates how informal help with reading and spelling can be given in the home; while further two chapters set out the essentials of a programme for teaching spelling which takes account of their distinctive strengths and weaknesses. Children are encouraged to build up their own dictionaries and sentences are include which will enable them to practise a systematic way what they have been taught. A final chapter makes some suggestions for help with arithmetic, and advise s given on the choice of the readers, workbooks and materials. The authors emphasise the need for common sense on the part of both parents and teachers, coupled with careful observation of the kinds of things which dyslexic children find difficult even when they display striking ability in other ways.