References
For ease of access, this cell provides a list of all websites, online and published materials referred to in this Guide. They are organized according to the cell block where they are mentioned.
2.1 What is dyslexia
Websites
2.2 Theories of dyslexia.
Theories and contextual issues. Professor Angela Fawcett
References
Bradley, L. & Bryant, P.E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 301, 419-421
Clarke, P. Hulme, C and Snowling M (2005). Individual differences in RAN and reading: a response timing analysis. Journal of research in reading. 28, 73-86.
Denckla, M. B., & Rudel, R. G. (1976a). Rapid 'Automatized' naming (R.A.N.). Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
Eden, G.F., Vanmeter, J.W., Rumsey, J.M., Maisog, J.M., Woods, R.P. & Zeffiro, T.A. (1996). Abnormal processing of motion in dyslexia revealed by functional brain imaging. Nature, 382, 66-69.
Fawcett, A. J., Nicolson, R. I. & Dean, P. (1996). Impaired performance of children with dyslexia on a range of cerebellar tasks. Annals of Dyslexia, 46, 259-283.
Fawcett, A. J. & Nicolson, R. I. (1999). Performance of dyslexic children on cerebellar and cognitive tests. Journal of Motor Behavior, 31, 68-78.
Fawcett, A.J., Maclagan, F and Nicolson, R. I (2001). Cerebellar tests differentiate between poor readers with and without IQ discrepancy. Journal of Learning Disabilities, 34, 2, 119-135.
Finch, A.J., Nicolson, R.I., and Fawcett, A.J. (2001). Evidence for an anatomical difference within the cerebella of dyslexic brains. Submitted to Cortex
Frith, U. (1997). Brain, mind and behaviour in dyslexia. In C. Hulme and M. Snowling (Eds.), Dyslexia: Biology, cognition and intervention. Whurr: London.
Fulbright, R. K., Jenner, A. R., Mencl, W. E., Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Frost, S. J., Skudlarski, P., Constable, R. T., Lacadie, C. M., Marchione, K. E., & Gore, J. C. (1999). The cerebellum's role in reading: A functional MR imaging study. American Journal of Neuroradiology, 20, 1925-1930.
Galaburda, A.M., Menard, A.M. and Rosen, G.D. (1994). Evidence for aberrant auditory anatomy in developmental dyslexia. Proceedings of the National Academy of Sciences of the USA, 91, 8010-8013.
Hulme C, Goetz K, Gooch D, Adams J and Snowling MJ (2007) Paired associate learning, phoneme awareness and learning to read. Journal of Experimental Child Psychology. 96,150-166
Ivry, R.B. and Keele, S.W. (1989). Timing functions of the cerebellum. Journal of Cognitive Neuroscience, 1, 136-152.
Livingstone, M.S., Rosen, G.D., Drislane, F.W., & Galaburda, A.M. (1991). Physiological and anatomical evidence for a magnocellular deficit in developmental dyslexia. Proceedings of the National Academy of Sciences of the USA, 88, 7943-7947
Lovegrove, W. J., Garzia, R. P., & Nicholson, S. B. (1990) Experimental evidence of a transient system deficit in specific reading disability. Journal of the American Optometric Association, 61, 137-146.
Nicolson, R.I and Fawcett, A.J. (1990) Automaticity: a new framework for dyslexia research? Cognition, 30, 159-182.
Nicolson, R.I and Fawcett, A.J. (1994a) Reaction Times and Dyslexia. Quarterly Journal of Experimental Psychology: 47A, 29-48.
Nicolson, R.I. and Fawcett, A.J. (1994b). Comparison of deficits in cognitive and motor skills in children with dyslexia. Annals of Dyslexia, 44, 147-164.
Nicolson, R.I., Fawcett, A.J. and Dean, P. (1995). Time estimation deficits in developmental dyslexia: Evidence for cerebellar involvement. Proceedings of the Royal Society: Biological Sciences, 259, 43-47.
Nicolson, R.I., Fawcett, A.J., Berry, E.L., Jenkins, H., Dean, P. and Brooks, D.J. (1999). Association of abnormal cerebellar activation with motor learning difficulties in dyslexic adults. The Lancet, 353, 1162-7.
Nicolson, R.I., Fawcett, A.J., & Dean, P. (2001). Developmental dyslexia: The cerebellar deficit hypothesis. Trends in Neurosciences. 24, 506-514.
Nicolson, R. I., Daum, I., Schugens, M. M., Fawcett, A. J., & Schulz, A. (2001). Abnormal eyeblink conditioning for dyslexic children. Experimental Brain Research, submitted
Paulesu, E., Frith, U., Snowling, M., Gallagher, A., Morton, J., Frackowiak, R. S. J., & Frith, C. D. (1996). Is developmental dyslexia a disconnection syndrome? Evidence from PET scanning. Brain, 119, 143-157
Skottun, B. C. The magnocellular deficit theory of dyslexia: the evidence from contrast sensitivity. Vision Research, 40, 111-127.
Snowling, M. (1995). Phonological processing and developmental dyslexia. Journal of Research in Reading, 18, 132-138
Snowling, MJ, Gallagher, A, Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74. 358-373.
Stein, J. and Walsh, V. (1997). To see but not to read: the magnocellular theory of dyslexia. Trends in Neuroscience, 20, 147-152.
Stein, J. (2000). The neurobiology of reading difficulties. Prostaglandins Leukotrienes and Essential Fatty Acids, 63, 109-116.
Talcott, J. B., Hansen, P. C., Willis-Owen, C., McKinnell. I. W., Richardson. A. F., and Stein, J. F. (1998). Visual magnocellular impairment in adult developmental dyslexics. Neuro-opthalmology, 20, 187-201.
Tallal, P., Miller, S. and Fitch, R.H. (1993). Neurological basis of speech: A case of the preeminence of temporal processing. Annals of the New York Academy of Sciences, 682, 27-47.
Tallal, P., Merzenich, M. M., Miller, S., & Jenkins, W. (1998). Language learning impairments: integrating basic science, technology, and remediation. Experimental Brain Research, 123, 210-219
Wolf, M. and Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91,415-438.
2.3 Evidence for dyslexia.
Evidence. Professor Angela Fawcett
(www.achieveability.org.uk/files/1270740075/dfes-framework-for-understanding-dyslexia.pdf)
References
Cohen, J. (1969). Statistical power analysis for the behavioral sciences. New York: Academic Press
Fletcher-Campbell, F. (eds) (1996). Value-Added and special educational needs: Proceedings of EMIE/NFER seminars 28 November 1995 (Slough), 14 March 1996 (Stockport). Slough: National Foundation for Educational Research.
Saunders, L. (1998). ‘Value-added’ measurement of school effectiveness: An overview. Slough: National Foundation for Educational Research
US National Reading Panel (2001). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction.
Useful websites on evidence in education and policy
www.badscience.net/2013/03/heres-my-paper-on-evidence-and-teaching-for-the-education-minister/
http://blog.wellcome.ac.uk/2013/03/04/the-evidence-for-what-works-in-education/
http://media.education.gov.uk/assets/files/pdf/b/ben%20goldacre%20paper.pdf
www.oecd.org/edu/ceri/evidenceineducationlinkingresearchandpolicy.htm
http://unesdoc.unesco.org/images/0018/001834/183415e.pdf
www.oecd.org/edu/ceri/47435459.pdf
www.cem.org/evidence-based-education
2.4 Current research in dyslexia.
Recent and ongoing research. Professor Angela Fawcett
(www.achieveability.org.uk/files/1270740075/dfes-framework-for-understanding-dyslexia.pdf)
References
Clarke, P. Hulme, C and Snowling M (2005). Individual differences in RAN and reading: a response timing analysis. Journal of research in reading. 28, 73-86.
Coffin, J.M., Baroody, S., Schneider, K., & O’Neill, J. (2005). Impaired cerebellar learning in children with prenatal alcohol exposure: A comparative study of eyeblink conditioning in children with adhd and dyslexia. Cortex, 41, 389-398. Finch, A. J., Nicolson, R. I., and Fawcett, A. J. (2002) Evidence for an anatomical difference within the cerebella of dyslexic brains. Cortex, 38, 529-539
Fisher, S. E., Francks, C., Marlow, A. J., MacPhie, I. L., Newbury, D. F., Cardon, L. R., Monaco, A. P. (2001). Independent genome-wide scans identify a chromosome 18 quantitative-trait locus influencing dyslexia. Nature Genetics, 30, 86-91.
Folia, V., Uddén, J., Forkstam, C., Ingvar, M., Hagoort, P. and Petersson, K. M. (2008), Implicit Learning and Dyslexia. Annals of the New York Academy of Sciences, 1145: 132–150. doi: 10.1196/annals.1416.012
Frith, U. (1997). Brain, mind and behaviour in dyslexia. In C. Hulme and M. Snowling (Eds.), Dyslexia: Biology, cognition and intervention. Whurr: London
Galaburda, A.M., Menard, A.M. and Rosen, G.D. (1994). Evidence for aberrant auditory anatomy in developmental dyslexia. Proceedings of the National Academy of Sciences of the USA, 91, 8010-8013.
Gallagher, A., Frith, U., & Snowling, M. J. (2000). Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry, 41, 203-213.
Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences of the United States of America, 99, 10911-10916.
Gaab, N., Gabrieli, J. E., Deutsch, G. K., Tallal, P. & Temple, E. (2007) Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study. Restor. Neurol.Neuros. 25, 295-310
Hulme C, Goetz K, Gooch D, Adams J and Snowling MJ (2007) Paired associate learning, phoneme awareness and learning to read. Journal of Experimental Child Psychology. 96,150-166
Jobarda, G., Crivello, F., & Tzourio-Mazoyer, N. (2004). Evaluation of the dual route theory of reading: A metanalysis of 35 neuroimaging studies. Neuroimage, 20, 693– 712.
Jones, M. W., Obregon, M., Kelly, M. L., & Branigan, H. P. (2008). Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study. Cognition, 109, 389-407.
Laycock, R., & Crewther, S. G. (2008). Towards an understanding of the role of the magnocellular advantage in fluent reading. Neuroscience and Biobehavioral Reviews, 32, 1494-1506.
Laycock, SK; Wilkinson, ID; Wallis, LI Wonders, S; Fawcett, AJ et al (2009) Cerebellar Volume and Cerebellar Metabolic Characteristics in Adults with Dyslexia. Annals of the New York Academy of Science, Learning, skill acquisition, reading, and dyslexia, 1145: 222-236
Lervag, A., & Hulme, C. (2009). Rapid automatized naming (ran) taps a mechanism that places constraints on the development of early reading fluency. Psychological Science, 20, 1040-1048.
Lyytinen, H., Guttorm, T. K., Huttunen, T., Hamalainen, J., Leppanen, P. H. T., & Vesterinen, M. (2005). Psychophysiology of developmental dyslexia: a review of findings including studies of children at risk for dyslexia. Journal of Neurolinguistics, 18, 167-195.
Molfese, D. L. (2000). Predicting dyslexia at 8 years of age using neonatal brain responses. Brain and Language, 72, 238- 245.
Nicolson, R.I. and Fawcett, A.J. (2000). Long-term learning in dyslexic children European Journal of Cognitive Psychology, 12, 357-393.
Nicolson, R.I., Fawcett, A.J. and Dean, P (2001) Developmental dyslexia: the cerebellar deficit hypothesis, Trends in Neurosciences, 24, 508-512
Nicolson, R.I., Daum, I., Schugens, M. M., Fawcett, A.J., and Schulz, A. (2002) Abnormal eye blink conditioning for dyslexic children, Experimental Brain Research., 143, 42-50
Nicolson, R. I. and Fawcett, A. J. (2007). Procedural learning difficulties: reuniting the developmental disorders? Trends in Neurosciences, 30 (4), 135-141.
Pernet, C. R., Poline, J. B., Demonet, J. F., & Rousselet, G. A. (2009). Brain classification reveals the right cerebellum as the best biomarker of dyslexia. BMC Neuroscience, 10, 67. doi:10.1186/1471-2202-10-67
Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98, 46-68.
Ramus, F., Pidgeon, E., & Frith, U. (2003). The relationship between motor control and phonology in dyslexic children.
Journal of Child Psychology and Psychiatry, 44, 712-722.
Shaywitz, S. E., & Shaywitz, B. A. (2004). Dyslexia (specific reading disability). Biological Psychiatry, 57, 1301-1309.
Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlar- ski, P., et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55(9), 926–933.
Skottun, B. C. The magnocellular deficit theory of dyslexia: the evidence from contrast sensitivity. Vision Research, 40, 111-127.
Snowling, M., Bishop, D. V., M. & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41, 587-600.
Snowling, MJ, Gallagher, A, Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74. 358-373
Snowling, M. J., Muter, V. & Carroll, J. (2007). Children at family risk of dyslexia: a follow-up in early adolescence. Journal of Child Psychology and Psychiatry, 48, 609-618. doi: doi:10.1111/j.1469-7610.2006.01725.x
Stoodley, C. J., & Schmahmann, J. D. (2009). Functional topography in the human cerebellum: A meta-analysis of neuro- imaging studies. NeuroImage, 44, 489-501.
Talcott, J., Hansen, P., Assoku, E. & Stein, J. (2000). Visual motion sensitivity in dyslexia: Evidence for temporal and energy integration deficits. Neuropsychologia, 38, 935-943.
Talcott, JB. (2001) Reading and dyslexia: Visual and attentional processes. Trends in Cognitive Sciences 5, 44-44
Taroyan, N. A., Nicolson, R. I. and Fawcett, A. J. (2007). Behavioural and neurophysiological correlates of dyslexia in the continuous performance task Clinical Neurophysiology, 118 (4): 845-855.
Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S. L., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences of the United States of America, 100, 2860-2865.
Thompson P A, Hulme C, Nash H M, Gooch D, Hayiou-Thomas E, Snowling. M J (2015) Developmental dyslexia: predicting individual risk. Journal of child psychology and psychiatry and allied disciplines 56, 976-987
Turkeltaub, P. E., Eden, G. F., Jones, K. M., & Zeffiro, T. A. (2002). Meta-analysis of the functional neuroanatomy of single- word reading: Method and validation. Neuroimage, 16, 765-780.
Valdois, S., Habib, A., & Cohen, L. (2008). The reader brain: natural and cultural story. Revue Neurologique, 164, S77-S82.
Vicari, S., Finzi, A., Menghini, D., Marotta, L., Baldi, S., & Petrosini, L. (2005). Do children with developmental dyslexia have an implicit learning deficit? Journal of Neurology, Neurosurgery, and Psychiatry, 76, 1392–1397.
White, S., Frith, U., Milne, E., Rosen, S., Swettenham, J., & Ramus, F. (2006). A double dissociation between sensorimotor impairments and reading disability: A comparison of autistic and dyslexic children. Cognitive Neuropsychology, 23, 748-761.
White, S., Milne, E., Rosen, S., Hansen, P., Swettenham, J., Frith, U., & Ramus, F. (2006). The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children. Developmental Science, 9, 237-255.
Witton, C., Stein, J. F., Stoodley, C. J., Rosner, B. S., & Talcott, J. B. (2002). Separate influences of acoustic AM and FM sensitivity on the phonological decoding skills of impaired and normal readers. Journal of Cognitive Neuroscience, 14(6), 866–874.
Wolf, M. and Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91,415-438.
2.5 Co-occurring difficulties
Co-occurring difficulties. Professor Angela Fawcett
(www.achieveability.org.uk/files/1270740075/dfes-framework-for-understanding-dyslexia.pdf)
References
Bental, B., & Tirosh, E. (2008). The effects of methylphenidate on word decoding accuracy in boys with attention-deficit/ hyperactivity disorder. Journal of Clinical Psychopharmacology, 28, 89-92.
Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology, 46, 1-21.
Bishop, D. V. M. (2002). Motor immaturity and specific speech and language impairment: Evidence for a common genetic basis. American Journal of Medical Genetics, 114, 56-63.
Butterworth, B. (1999). The Mathematical Brain. London: Macmillan.British Dyslexia Association.
Dirks, E., Spyer, G., van Lieshout, E. C., & de Sonneville, L. (2008). Prevalence of combined reading and arithmetic disabilities. Journal of Learning Disabilities, 41, 460-473.
Gooch, D., Hulme, C., Nash, H.M., and Snowling, M.J. (2014) Comorbidities in preschool children at family riskof dyslexia. Journal of Child Psychology and Psychiatry 55:3 (2014), pp 237–246
Griffiths, C. C. (2007). Pragmatic abilities in adults with and without dyslexia: A pilot study. Dyslexia, 13, 276-296.
Haslum, M. N., & Miles, T. R. (2007). Motor performance and dyslexia in a national cohort of 10-year-old children. Dyslexia, 13, 257-275.
Iversen, S., Berg, K., Ellertsen, B., & Tonnessen, F. E. (2005). Motor coordination difficulties in a municipality group and in a clinical sample of poor readers. Dyslexia, 11, 217-231.
Jongmans, M. J., Smits-Engelsman, B. C. M., & Schoemaker, M. M. (2003). Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction. Journal of Learning Disabilities, 36, 528-537.
Kadesjo, B., & Gillberg, C. (2001). The comorbidity of ADHD in the general population of Swedish school-age children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 42, 487-492
Kaplan, B. J., Dewey, D. M., Crawford, S. G., & Wilson, B. N. (2001). The term comorbidity is of questionable value in reference to developmental disorders: Data and theory. Journal of Learning Disabilities, 34, 555-565.
Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103, 309-324.
Miles, T. R. (1983) Dyslexia: the Pattern of Difficulties. Oxford; Blackwell.
Muter, V., & Snowling, M. J. (2009). Children at familial risk of dyslexia: Practical implications from an at-risk study. Child and Adolescent Mental Health, 14, 37-41.
Nicolson, R. I., & Fawcett, A. J. (1990). Automaticity: A new framework for dyslexia research? Cognition, 30, 159-182.
Nicolson, R. I., & Fawcett, A. J. (1994a). Comparison of deficits in cognitive and motor-skills among children with dyslexia. Annals of Dyslexia, 44, 147-164.
Nicolson, R. I., & Fawcett, A. J. (2007). Procedural learning difficulties: reuniting the developmental disorders? Trends in Neurosciences, 30, 135-141.
Nicolson, R. I., Fawcett, A. J., & Dean, P. (2001). Developmental dyslexia: The cerebellar deficit hypothesis. Trends in Neurosciences, 24, 508-511.
O'Hare, A., & Khalid, S. (2002). The association of abnormal cerebellar function in children with developmental coordination disorder and reading difficulties. Dyslexia, 8, 234-248.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126, 841-865
Rose, J. (2007). Rose Report on Reading. London: DfES.
Simmons, F. R., & Singleton, C. (2008). Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14, 77.94.
Snowling, M., Bishop, D. V., M. & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41, 587-600.
Stein, J., & Walsh, V. (1997). To see but not to read: The magnocellular theory of dyslexia. Trends in Neuroscience, 20, 147-152.
Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 41, 473-482.
Viholainen, H., Ahonen, T,. Lyytinen, P., Cantell, M., Tolvanen, A., Lyytinen, H and Mäki, N. (2006).Early motor development and later language and readingskills in children at risk of familial dyslexia, Developmental Medicine & Child Neurology 48: 367–373.
Willcutt, E. G., Pennington, B. F., Olson, R. K., & DeFries, J. C. (2007). Understanding comorbidity: A twin study of reading disability and attention-deficit/hyperactivity disorder. American Journal of Medical Genetics.Part B, Neuropsychiatric Genetics: The Official Publication of the International Society of Psychiatric Genetics, 144B, 709-714.
Websites
Attention Deficit Disorder Association
Attention Deficit Hyperactivity Disorder Foundation
2.6 Visual stress
Websites
www.bdadyslexia.org.uk/dyslexic/eyes-and-dyslexia
Institute of Optometry www.ioo.org.uk/
Dyslexia Research Trust www.dyslexic.org.uk
www.dystalk.com/talks/104-visual-problems-amp-dyslexia
2.7 Dyslexic strengths
http://dyslexia.yale.edu/Strengths.html
2.8 Dyslexia in languages other than English
Brunswick, N. ed. (2010) Reading and Dyslexia in Different Orthographies. Hove, Psychology Press
www.nessy.com>files>2014/06>Dyslexia and multilingualism
www.dyslexia-and-literacy.international
Paulesu E., Demonet J. F., Fazio F., McCrory E., Chanoine V., Brunswick N., et al. (2001). Dyslexia: cultural diversity and biological unity. Science 291, 2165–2167. 10.1126/science.1057179
Landerl, K. et al. (2012) Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry.
3.1 Pre-school identification
Thompson, P.A., Hulme, C., Nash, H.M., Gooch, D., Hayiou-Thomas, E., & Snowling, M.J. (2015) Developmental dyslexia: predicting individual risk. Journal of Child Psychology and Psychiatry 56:9, 976-987.
www.bdadyslexia.org.uk/educator/pre-school-hints-and-tips
www.nhs.uk/conditions/dyslexia/symptoms/
www.bdastore.org.uk/books/british-dyslexia-association/dyslexia-early-identification
3.2 Primary school identification
www.bdadyslexia.org.uk/educator/hints-and-tips-primary
3.3 Secondary level identification
www.bdadyslexia.org.uk/educator/hints-and-tips-secondary
3.4 Identification for adults
www.bdadyslexia.org.uk/screening
www.bdadyslexia.org.uk/advice/adults/am-i-dyslexic/signs-of-dyslexia
www.bdadyslexia.org.uk/educator/what-are-specific-learning-difficulties
www.bdadyslexia.org.uk/services/assessments
www.bdastore.org.uk/search.php?search_query=assessments&x=0&y=0
3.7 Assessing EAL learners
4.1 The Dyslexia Friendly Classroom
www.dystalk.com/talks/106-sen-teaching-and-class-sizes
www.tts-group.co.uk/blog/2016/10/06/how-to-create-a-dyslexia-friendly-classroom.html
www.bdadyslexia.org.uk/shop/books/dyslexia-friendly-schools-good-practice-guide-2nd-edition
www.bdadyslexia.org.uk/about/campaigns/initial-teacher-training
4.2 Whole school approaches
www.bdadyslexia.org.uk/about/projects/early-intervention-project-eip
www.sendgateway.org.uk/whole-school-send/
SEND_Code_of_Practice_January_2015.pdf
4.3 Supporting dyslexia pupils with reading
Adams 1990 Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge MA: MIT Press
Paulesu E., Demonet J. F., Fazio F., McCrory E., Chanoine V., Brunswick N., et al. (2001). Dyslexia: cultural diversity and biological unity. Science 291, 2165–2167. 10.1126/science.1057179
Landerl, K. et al. (2012) Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry.
Predictors_of_developmental_dyslexia_in_European_orthographies_with_varying_complexity
www.bdadyslexia.org.uk/advice/children/how-can-i-support-my-child/reading
www.bdadyslexia.org.uk/common/ckeditor/filemanager/userfiles/Parent/technology-for-reading.pdf
4.7 Dyslexia and EAL
4.8 Resources and suppliers
www.thedyslexiashop.co.uk/resources
Assessment tools
www.bdadyslexia.org.uk/services/assessments
www.nhs.uk/conditions/dyslexia/diagnosis/
www.bdadyslexia.org.uk/dyslexia/how-is-dyslexia-diagnosed/dyslexia-screening
www.pearsonclinical.co.uk/Education/Assessments/Dyslexia/Dyslexia.aspx
http://framework.thedyslexia-spldtrust.org.uk/content/screening-and-assessment-toolkit
4.9 Assistive technology
www.dystalk.com/talks/102-the-use-of-mobile-phones-for-dyslexics
www.dystalk.com/talks/80-dyslexia-assistive-technology
4.10 Effective interventions
www.nhs.uk/conditions/dyslexia/living-with/
4.11 Top tips for teachers
www.bdadyslexia.org.uk/advice/educators
4.12 The Literacy and Dyslexia-SpLD Professional Development Framework
http://framework.thedyslexia-spldtrust.org.uk/
5.1 Seeking further advice
www.bdadyslexia.org.uk/educator/screening-and-assessment
www.nhs.uk/conditions/dyslexia/
www.bdadyslexia.org.uk/advice/children
www.bdadyslexia.org.uk/services/assessments
www.helenarkell.org.uk/about-us/what-we-do/assessments.php
5.2 Professional training courses
www.bdadyslexia.org.uk/services/professional-accreditation
www.helenarkell.org.uk/courses.php
5.3 Exam provisions
www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/
6.2 Dyslexia projects
www.bdadyslexia.org.uk/about/projects
