Reid, G., (2009). Dyslexia, A Practitioners Handbook (Forth Edition).Wiley-Blackwell, Chichester.
The main purpose of this book is to benefit teachers and students doing educational based courses. Reid’s book takes an in depth look into dyslexia, the diagnosing, the treatments, and the roles of the parents and teachers. He also looks at suffers of all ages, not just schoolchildren. This book was written to cover everything a person working with children would need to know.
The key question that the author is addressing is: how should we define and address dyslexia? The main issues of assessing and supporting dyslexic children are covered throughout the book. Reid has broken down the book into chapters that look at the key points and issues in detail.
The most important information in this book would be something to one person and something else to someone else. Depending on who the reader is, this book is likely to answer any questions they might have. This book isn’t something you would just pick up; it’s a specialist subject. For a parent of a child with dyslexia, they would find the section on “The Role of Parents” beneficial, but would perhaps want to read the whole book to become more educated in the matter. For teachers or students in training to become teachers, they would find the chapters on “Teaching Approaches: Points to Consider” and “Inclusion” useful as it is their responsibility to teach children and to be able to teach children of different learning levels and abilities.
The author uses a wide range of secondary sources, including work by J. Kirk, J. Everatt and L. Bradley.
The key primary sources are from Gavin Reid’s accumulation of 25 years working as a teacher, lecturer, educational psychologist researcher and independent psychologist. Reid thanks staff at the Red Rose School in Vancouver for sharing their experiences, Dr Sionah Lannen, Colin Lannen and Sharon Green.
The main conclusions in this book are that children with dyslexia need to be understood and have their needs met. They need the attention and patience that is required with any disability. It’s also important to consider the parents, they have much to offer – support, insights and experience. Communication is important for the child’s development and wellbeing.
The key concept we need to understand in the first chapter of Reid’s book is that there are different perspectives and agenda. By this concept the author means that there are also differences within the groups of professional practitioners and researchers. Its been suggested that the one of the major tensions in dyslexia research has been the range of potentially conflicting viewpoints.
There are not any viewpoints in Reid’s book that are derived from his own work, although he does talk about it in other areas in the profession. The information presented and strategies presented are from research and trials, it would be wrong to say that this is one mans views: Reid has spent years working with children and other researchers and teachers gathering techniques and statistics.
Reilly, M. B., (2010), Design vs. Dyslexia: UC innovation promises new hope for children with dyslexia, EurekAlert!, Online. Available at: <www.eurekalert.org/pub_releases/2010-01/uoc-dvd012610.php> [Accessed 22 Nov 2010]
The main purpose of this article is to raise awareness of the new innovations in design. A Digital interaction designed by Renee Seward, assistant professor of digital design at University of Cincinnati in Ohio, USA – “Reading by Design”. Her design was presented at the Southwest International Reading Association Regional Conference in Oklahoma City, on the 5th of February 2010.
The most important information in this article is how the Design will work. “Reading By Design” is to be used with children between the ages of nine and eleven, the aims of the design is to help the children associate the 26 letter of the alphabet with sounds and physical representations. For example, the letter “p” would appear on a screen, partially made up of a peach and the normal shape for “p”. This causes the child to think of the word peach and relate the “puh” to the symbol. It works in a similar way for the animated visuals and sound versions.
The key secondary sources that have been used are videos and images. The video was made by Renee Seward herself and demonstrates the key aspects of her design and how children and teachers might use it. The images show the types of pictures the child would see and shows both objects being associated with each other.
The main conclusions in this article are hard to define, as the author avoids making any sort of judgment, or casting any sort of personal view. They conclude the article with a quotation about how the design is comparative to a child learn to ride a bike:
“Seward likens her project to a parent holding a child’s bike as the child learns to ride. Little by little, the parent is able to forego providing complete support and moves to an occasional steadying hand until, ultimately, the child is riding under his or her own power.” (Reilly, 2010)
The key concept we need to understand in this article is the relationship between dyslexia and design – How an assistant professor of digital design can take inspiration from someone as simple as witnessing a friends child struggling to read and create a whole new interaction around the issues of dyslexia.
The author makes the assumptions that the audience will have prior experience of dealing with dyslexic children and the issues faced. Despite this, it would also prove useful for those going into education, or those whose children have recently been diagnosed with dyslexia, as a means of discovering more about the condition.
The author has not written this article to be a persuasive piece of writing, instead stating the facts: details of how it works, how’d it be used, how it’d going to developed and who’s going to help develop it. However, the tone of the article provides an indication that the methods are ones that she agrees with, and is promoting.