Overview

Previously, dyslexia was defined as primarily a deficit at the word reading level. When the original edition of this book was published, the core deficit was thought to be phonological coding. The search for a single factor for dyslexia is no longer pursued. However, we must explore why approximately 15 per cent of school children have difficulties in learning to read or doing math. This updated edition offers an explanation based on contemporary developments in the study of cognition and neuroscience. It also studies the impact of poverty on learning, a relatively new but extremely important area of interest. Going beyond a simple view of reading and math, Reading Difficulties and Dyslexia discusses distal factors such as cognitive flexibility and attentional control. A distinguishing feature of this book is that it presents intervention programmes, based on the distal factors, which can greatly improve word decoding and comprehension, and enhance number sense.  

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9789353884628

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Reviews

Reading Difficulties and Dyslexia, a timely publication of an important area of research and intervention in psychology and education. The author is an excellent writer. With simplicity and clarity in expression of a rather very technical concept: dyslexia from a neurocognitive perspective, the author is accessible to readers of different levels of expertise. An important concept introduced in the revised version of the book is the significance of cultural learning and scaffolding in intervention. This book is extremely useful for students, researchers, educators and practitioners interested in understanding dyslexia and its intervention. -- Nandita Babu, The second edition of Reading Difficulties and Dyslexia: An Interpretation for Teachers offers a fresh look at an exciting field of research by providing teacher-friendly information on what dyslexia is, how we can assess reading, and what can we do for children who have reading difficulties. J.P. Das, a seasoned author and researcher, has given us a book that brings research on reading difficulties into classrooms and serves as a reminder that intervention practices are effective when they are driven by theory. -- George K. Georgiou,

Author Information

J.P. Das is an Indo-Canadian psychologist and an internationally recognized expert in Intelligence. Among his major contributions to psychology is the PASS (Planning, Attention, Simultaneous, and Successive) theory of intelligence. He is currently engaged in expanding planning to include executive functions. What might be the implications of these higher mental activities for education as well as management behavior is the topic of this book. Professor Das is an Emeritus Director of the Centre on Developmental & Learning Disabilities (named after him) at the University of Alberta, Edmonton, Canada, and Emeritus Professor in Educational Psychology. He has authored and co-authored over a dozen of books and contributed more than 300 research papers to international journals and edited volumes. His earlier published titles with SAGE include Cognitive Planning: The Psychological Basis of Intelligent Behaviour (1996, co-authored with Binod C. Kar and Rauno K. Parrila); The Working Mind (1998); Reading Difficulties and Dyslexia: An Interpretation for Teachers (2009); and Consciousness Quest: East Meets West (2014).  

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