Angela Fawcett & Frank Manis 
The SAGE Handbook of Dyslexia 

The SAGE Handbook of Dyslexia is a comprehensive overview of a complex field. It is a rich, critical assessment of past and present theory and current research, which also looks to the future. The editors have brought together key figures from the international academic world – both researchers and practitioners – to examine the relationships between theoretical paradigms, research and practice, and to map new areas of research.

The book has 5 main sections:

– neurological/genetic perspectives

– cognitive and learning perspectives

– educational influences

– beyond school

– international perspectives.

Table of Content

Introduction – Gavin Reid et al

PART ONE: NEUROLOGICAL/ GENETIC PERSPECTIVES

The Origin of Dyslexia: The Asynchrony Phenomenon – Zvia Breznitz

Some Special Issues Concerning the Genetics of Dyslexia: Revisiting Multivariate Profiles, Comorbidities, and Genetic Correlations – Jeffrey W Gilger

The Neurological Basis Of Dyslexia – John Stein

Dyslexia and the Cerebellum – Angela J Fawcett and Roderick I Nicolson

Familial Predictors of Dyslexia: Evidence from Preschool Children with and Without Familial Dyslexia Risk – Dennis L Molfese et al

Early Identification and Prevention of Dyslexia: Results from a Prospective Follow-up Study of Children at Familial Risk for Dyslexia – Heikki Lyytinen et al

PART TWO: COGNITIVE AND LEARNING PERSPECTIVES

Exploring Heterogeneity in Developmental Dyslexia: A Longitudinal Investigation – Frank Manis and Caroline E Bailey

Rediscovering Dyslexia: New Approaches for Identification and Classification – Richard K Wagner

Learning, Cognition and Dyslexia – Roderick I Nicolson and Angela J Fawcett

A Review of the Evidence on Morphological Processing in Dyslexics and Poor Readers: A Strength or Weakness? – S Helene Deacon, Rauno Parrila and John R Kirby

PART THREE: EDUCATIONAL INFLUENCES

Reading Intervention Research: An Integrative Framework – William E Tunmer and Keith T Greaney

Assessment of Literacy Performance Based on the Componential Model of Reading – R Malatesha Joshi and PG Aaron

The Definition of Learning Disabilities: Who Is the Individual with Learning Disabilities? – Linda S Siegel and Orly Lipka

Students with Phonological Dyslexia in School-Based Programs: Insights from Tennessee Schools – Diane J Sawyer and Stuart Bernstein

Individual Tutoring for Struggling Readers: Moving Research to Scale with Interventions Implemented by Paraeducators – Patricia F Vadasy and Elizabeth A Sanders

Dyslexia Friendly Primary Schools: What Can We Learn from Asking the Pupils? – Mary Coffield et al

Dyslexia and Learning Styles: Overcoming the Barriers to Learning – Gavin Reid and Iva Strnadova

Dyslexia and Inclusion in the Secondary School – Cross Curricular Perspectives – Moira Thomson

Dyslexia and Self-Concept: A Review of Past – Robert Burden

Role of Parents – Gavin Reid, Shannon Green and Corey Zylstra

PART FOUR: DYSLEXIA AND DIFFERENT LANGUAGES

Dyslexia in Different Orthographies: Variability in Transparency – John Everett and Gad Elbeheri

Dyslexia and Foreign Language Learning – Michael Dal

PART FIVE: BEYOND SCHOOL

Adults with Learning Disabilities and Self-Disclosure in Higher Education and Beyond – Lynda A Price and Paul J Gerber

Dyslexia: Workplace Issues – Gavin Reid, Fil Came and Lynda A Price

About the author

Dr. Gavin Reid is an international consultant and psychologist with consultancies in Canada, UK, Europe, Middle East, Asia and Australasia. He was Visiting Professor at the University of British Columbia in Vancouver, Canada, in the Department of Education and Counseling Psychology and Special Education in 2007 and 2010.?He is chair of the British Dyslexia Association Accreditation Board and an ambassador for the Helen Arkell Dyslexia Centre in the UK and is a Consultant/Psychologist for the Centre for Child Evaluation and Teaching (CCET) in Kuwait and the Lighthouse Learning Centre in Cairo. He is also a director of the Red Rose School for children with specific learning difficulties in St Annes on Sea, Lancashire, UK.  He was formerly senior lecturer in the Department of Educational Studies (formally Department of Special Education), Moray House School of Education, University of Edinburgh, from 1991 to 2007. He has written 34 books on learning, motivation and dyslexia and lectured to thousands of professionals and parents in 75 countries. Some of his books have been published in Polish, Italian, Greek, Arabic, Hebrew, French, Latvian and Slovak. He is an experienced teacher with over ten years’ experience in the classroom and has held external examiner appointments at 20 universities worldwide for Ph D and masters’ courses. He resides in Vancouver and Edinburgh. His email is gavinreid66@gmail.com and his website is: www.drgavinreid.com