Dyslexia, Speech and Language a Practitioner’S Handbook Second Edition

snowling_00_a_revises.qxd 3/11/05 12:56 PM Page iii Dyslexia, Speech and Language A Practitioner’s Handbook Second Edition Edited by MARGARET J. SNOWLING Department of Psychology, University of York JOY STACKHOUSE Department of Human Communication Sciences, University of Sheffield W WHURR PUBLISHERS LONDON AND PHILADELPHIA snowling_00_a_revises.qxd 3/11/05 12:56 PM Page ii snowling_00_a_revises.qxd 3/11/05 12:56 PM Page i Dyslexia, Speech and Language A Practitioner’s Handbook Second Edition snowling_00_a_revises.qxd 3/11/05 12:56 PM Page ii In loving memory of our dear friend Nata Goulandris who contributed in so many ways to the field of dyslexia 1940–2005 snowling_00_a_revises.qxd 3/11/05 12:56 PM Page iii Dyslexia, Speech and Language A Practitioner’s Handbook Second Edition Edited by MARGARET J. SNOWLING Department of Psychology, University of York JOY STACKHOUSE Department of Human Communication Sciences, University of Sheffield W WHURR PUBLISHERS LONDON AND PHILADELPHIA snowling_00_a_revises.qxd 3/11/05 12:56 PM Page iv Copyright © 2006 Whurr Publishers Limited (a subsidiary of John Wiley & Sons Ltd) The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (+44) 1243 779777 Email (for orders and customer service enquiries): [email protected] Visit our Home Page on www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval sys- tem or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to [email protected], or faxed to (+44) 1243 770620. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The Publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Other Wiley Editorial Offices John Wiley & Sons Inc., 111 River Street, Hoboken, NJ 07030, USA Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741, USA Wiley-VCH Verlag GmbH, Boschstr. 12, D-69469 Weinheim, Germany John Wiley & Sons Australia Ltd, 42 McDougall Street, Milton, Queensland 4064, Australia John Wiley & Sons (Asia) Pte Ltd, 2 Clementi Loop #02-01, Jin Xing Distripark, Singapore 129809 John Wiley & Sons Canada Ltd, 22 Worcester Road, Etobicoke, Ontario, Canada M9W 1L1 Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. A catalogue record for this book is available from the British Library ISBN -13 978-1-86156-485-6 ISBN -10 1-86156-485-6 Printed and bound in Great Britain by TJ International Ltd, Padstow, Cornwall This book is printed on acid-free paper responsibly manufactured from sustainable forestry in which at least two trees are planted for each one used for paper production. snowling_00_a_revises.qxd 3/11/05 12:56 PM Page v Contents Preface to the Second Edition vii Preface to the First Edition viii Contributors ix Chapter 1 Language skills and learning to read: the dyslexia spectrum 1 Margaret J. Snowling Chapter 2 Speech and spelling difficulties: what to look for 15 Joy Stackhouse Chapter 3 The dyslexic brain 36 W.A. Lishman Chapter 4 The prediction and screening of children’s reading difficulties 54 Valerie Muter Chapter 5 Assessing speech and language skills in the school-age child 74 Hilary Gardner Chapter 6 Assessing reading and spelling skills 98 Nata K. Goulandris Chapter 7 Assessing children’s reading comprehension 128 Kate Nation v snowling_00_a_revises.qxd 3/11/05 12:56 PM Page vi vi Dyslexia, Speech and Language: A Practitioner’s Handbook Chapter 8 Short-term memory: assessment and intervention 143 Maggie Vance and Jane E. Mitchell Chapter 9 Phonological awareness and reading intervention 167 Peter J. Hatcher Chapter 10 Spelling: challenges and strategies for the dyslexic learner and the teacher 198 Claire Jamieson and Sarah Simpson Chapter 11 Developing handwriting skills 229 Jane Taylor Chapter 12 Managing the needs of pupils with dyslexia in mainstream classrooms 253 Janet Hatcher Chapter 13 The assessment and management of psychosocial aspects of reading and language impairments 278 Poppy Nash Chapter 14 Supporting language and literacy in the early years: interdisciplinary training 302 Jannet A. Wright and Janet Wood Chapter 15 Current themes and future directions 320 Maggie Snowling and Joy Stackhouse References 329 Author index 355 Subject index 361 snowling_00_a_revises.qxd 3/11/05 12:56 PM Page vii Preface to the Second Edition We were pleased to be asked by Colin Whurr to do a second edition of our book. We wondered first how much had changed and then how we would go about reflecting this. And so we embarked on this new edition focusing on the relationship between spoken and written language difficulties. This second edition continues the theme of linking theory and practice. It is particularly aimed at practitioners in the fields of education, speech and language therapy and psychology. All the original chapters have been updated, and new authors have joined us to reflect current developments. The first part of the book focuses on the nature of spoken and written language difficulties and includes chapters on current research into dyslexia, the dyslexic brain, speech, phonological awareness and spelling problems, and the predictors of literacy difficulties. We then turn to the assessment of speech and language difficulties, reading and spelling skills, and reading comprehension, before moving on to consider techniques for training memory, contemporary approaches to reading intervention, and the teaching of spelling and handwriting skills. Finally, we consider how to manage the needs of people with dyslexia in the mainstream setting, including their psychosocial needs, and the interdisciplinary training of early-years workers. We hope that this book will reach a wide range of practitioners and provide valuable advice to all those engaged in work with children who have problems of reading and language. We are indebted to many colleagues for their input, both those who have made formal contributions to this book and others who, through valuable discussion and joint assessments, have taught us much. We again thank our children, James, Laura and Christopher (now much grown), and our husbands, Charles and Bill, for their continuing support and tolerance! Maggie Snowling and Joy Stackhouse February 2005 vii snowling_00_a_revises.qxd 3/11/05 12:56 PM Page viii Preface to the First Edition This book focuses on the relationship between spoken and written language difficulties and represents the culmination of our thinking over some 15 years. The book is aimed at the practitioner in the field of children’s language and learning difficulties and aims to forge links between theoretical advances and clinical issues in this field. Our collaborators on this project include former students and professional colleagues who share the same theoretical framework as ourselves and also the desire to improve the educational opportunities of children who have language difficulties. We are indebted to the many children who have participated in our research, and who have provided us with invaluable insights into the nature and the developmental course of their difficulties. We have enjoyed many valued discussions with too many people to mention by name, but we would particularly like to thank colleagues associated with the Department of Human Communication Science at University College London (formerly the National Hospital’s College of Speech Sciences). Most of all, we thank Charles Hulme and Bill Wells for their inspiration, support and encourage- ment, and our children James, Laura and Christopher for giving us anoth- er perspective on speech, language and literacy development! Maggie Snowling and Joy Stackhouse viii snowling_00_a_revises.qxd 3/11/05 12:56 PM Page ix Contributors January 1996 Hilary Gardner Department of Human Communication Sciences, University of Sheffield. Nata K. Goulandris Department of Human Communication Science, University College London. Janet Hatcher Dyslexia Institute and University of York. Peter J. Hatcher Department of Psychology, University of York. Claire Jamieson Department of Human Communication Science, University College, London. W.A. Lishman Emeritus Professor of Neuropsychiatry, Institute of Psychiatry, London. Jane E. Mitchell Communication and Learning Skills Centre, Sutton, Surrey. Valerie Muter Consultant Clinical Psychologist, Great Ormond Street Hospital for Children, London and Department of Psychology, University of York. Poppy Nash Department of Psychology, University of York. Kate Nation Department of Experimental

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