Table of Contents

Introduction A note on the Response to Intervention Model 1. Learning disabilities and disorders 2. Dyslexia 3. Specific methods and interventions for reading 4. Learning disorders affecting writing and spelling 5. Learning disorders affecting mathematics 6. Developmental coordination disorder and other non-verbal learning difficulties References

About the Author

Peter Westwood has been a classroom teacher, an educational psychologist, a teacher educator and an associate professor in universities. He is widely published in the field of education, including the bestseller Commonsense Methods for Children with Special Educational Needs (Routledge), now in its seventh edition.

Reviews

"I think there is a real need for this book in helping schools to develop high-quality staged intervention." - Pippa Whittaker, secondary school Curriculum Leader for Inclusion, Bristol."Peter Westwood has carefully focused on learning disorders, a topic that requires clarity, and one that, to date, has not been adequately described in relation to classroom teaching and learning and evidence-based strategies and approaches. The RtI links add further rigour and relevance." - Dr Anne Bellert, Lecturer, School of Education, Southern Cross University."Response to Intervention is the hook. If I wanted a text to unpack this approach and begin to map it to certain learning profiles – then I would choose this title." - Lorraine Graham, Professor of Learning Intervention, Melbourne Graduate School of Education."This book is unique in that it illuminates the specific type of deficit a child might have and prescribes tools and pedagogy that might support the next steps." - Tammy Rasmussen, RTIi Implementation Facilitator, Oregon.

"I think there is a real need for this book in helping schools to develop high-quality staged intervention." - Pippa Whittaker, secondary school Curriculum Leader for Inclusion, Bristol."Peter Westwood has carefully focused on learning disorders, a topic that requires clarity, and one that, to date, has not been adequately described in relation to classroom teaching and learning and evidence-based strategies and approaches. The RtI links add further rigour and relevance." - Dr Anne Bellert, Lecturer, School of Education, Southern Cross University."Response to Intervention is the hook. If I wanted a text to unpack this approach and begin to map it to certain learning profiles – then I would choose this title." - Lorraine Graham, Professor of Learning Intervention, Melbourne Graduate School of Education."This book is unique in that it illuminates the specific type of deficit a child might have and prescribes tools and pedagogy that might support the next steps." - Tammy Rasmussen, RTIi Implementation Facilitator, Oregon."The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model, offering examples of effective whole-class teaching, intensive small group instruction and individual tutoring. Highlights of the book include: educational progress of students with learning disorders; principles for teaching dyslexic students; difficulties with writing and spelling; developing students’ numeracy skills; specific intervention strategies; and nonverbal learning disabilities. Practising and student teachers will find the book invaluable in widening their knowledge and understanding of learning disorders, and SENCOs will find it useful to cascade down to classroom teachers. There are plenty of resources listed for those who want to explore the subject in greater depth." - Sarah Brew, Parents in Touch Review"This handy reference book is balanced, up-to-date, and a very useful reference to assist schools and teachers to decide how to organise intervention and where to start with program selection. Even more importantly, it is a reminder that meeting the needs of students with learning difficulties is not only an educational imperative, it is actually very achievable. Use it as a guide to make a start, or to do even better."— Wendy Moore, LDA Bulletin