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In Laughton King’s formulation, a dyslexic person is like a diesel vehicle. They run perfectly if you give them the right fuel, but if you put petrol in the tank (i.e. expect them to learn like every ‘normal’ child in our current education system) they break down. This book is designed to help dyslexic (diesel) thinkers make sense of their lives.
In Laughton King’s formulation, a dyslexic person is like a diesel vehicle. They run perfectly if you give them the right fuel, but if you put petrol in the tank (i.e. expect them to learn like every ‘normal’ child in our current education system) they break down. This book is designed to help dyslexic (diesel) thinkers make sense of their lives.
Laughton King is a retired psychologist whose understanding of what is commonly called ‘dyslexia’ comes from his 70-plus years as a ‘dyslexic’ person, and from 35 years as a psychologist working with children experiencing learning difficulties. Laughton’s difficulties with reading meant that he did not rely on the insights and conclusions of others. Instead, through observation of his own and others’ learning processes, he came to his own conclusions.
Inhaltsangabe
Contents Preface Chapter One: Introduction The inside story: a portrait of a dyslexic Demystifying and legitimizing A life ‘out of step’ . . . Understanding our ‘target group’ Towards understanding the bigger picture Learning or knowledge? The social environment — and being politically incorrect Chapter Two: The nature of dyslexia What is it like to be dyslexic? Hiding in plain sight: case presentations Chapter Three: Defining dyslexia Defining dyslexia Dyslexic . . . or not? Do I need to get my child tested? Observable characteristics of dyslexia Naming and labelling Chapter Four: Where does dyslexia originate? Where does dyslexia come from? The diesel/petrol analogy So, what is a ‘diesel’? What is a self-proclaimed ‘diesel thinker’? Chapter Five: A confusing issue Why is it so hard to get useful information about dyslexia? Is dyslexia a product of our educational style? Chapter Six: Labels, definitions and myths Labels Definitions Common myths about dyslexia ADD and ADHD Chapter Seven: Benefits of dyslexia Are there any benefits from being dyslexic? Some advantages Chapter Eight: Verbal language The language of the dyslexic person Mastery Style Pictorial thinking Speech impediments Vocabulary Chapter Nine: Family and home Frustration Depression Parenting the dyslexic child Pictorial thinking — how it plays out in our parenting Concepts of time Consistency, predictability and emotional security Empowerment and disempowerment Empowering the child Chapter Ten: Classroom issues Indicators of pictorial thinking Which helping programme shall I use? Disengagement Teaching truths Responses to avoid Teacher style in the classroom Learning style Chapter Eleven: Other members of the ‘dys’ community Dyscalculia Dyspraxia and dysgraphia The Last Word The Last, Last Word Appendix: Interventions References and further reading Index
Contents Preface Chapter One: Introduction The inside story: a portrait of a dyslexic Demystifying and legitimizing A life ‘out of step’ . . . Understanding our ‘target group’ Towards understanding the bigger picture Learning or knowledge? The social environment — and being politically incorrect Chapter Two: The nature of dyslexia What is it like to be dyslexic? Hiding in plain sight: case presentations Chapter Three: Defining dyslexia Defining dyslexia Dyslexic . . . or not? Do I need to get my child tested? Observable characteristics of dyslexia Naming and labelling Chapter Four: Where does dyslexia originate? Where does dyslexia come from? The diesel/petrol analogy So, what is a ‘diesel’? What is a self-proclaimed ‘diesel thinker’? Chapter Five: A confusing issue Why is it so hard to get useful information about dyslexia? Is dyslexia a product of our educational style? Chapter Six: Labels, definitions and myths Labels Definitions Common myths about dyslexia ADD and ADHD Chapter Seven: Benefits of dyslexia Are there any benefits from being dyslexic? Some advantages Chapter Eight: Verbal language The language of the dyslexic person Mastery Style Pictorial thinking Speech impediments Vocabulary Chapter Nine: Family and home Frustration Depression Parenting the dyslexic child Pictorial thinking — how it plays out in our parenting Concepts of time Consistency, predictability and emotional security Empowerment and disempowerment Empowering the child Chapter Ten: Classroom issues Indicators of pictorial thinking Which helping programme shall I use? Disengagement Teaching truths Responses to avoid Teacher style in the classroom Learning style Chapter Eleven: Other members of the ‘dys’ community Dyscalculia Dyspraxia and dysgraphia The Last Word The Last, Last Word Appendix: Interventions References and further reading Index
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