The Dyslexic Adult -- Contents -- Preface to the Second Edition -- Preface to the First Edition -- Acknowledgements -- Prologue -- 1 Dyslexia in the Adult Years -- Introduction -- History -- Terminology -- Defining Dyslexia -- Evidence-based Practice -- The Nature of Dyslexia: Behavioural Characteristics -- Observable Behavioural Characteristics -- Affective Characteristics -- Positive Characteristics -- Behavioural Characteristics: Empirical Evidence -- Explaining Characteristics -- Biology and Neurology -- Cognition -- Dyslexia: AWorking Memory Model -- Explaining Positive Characteristics -- Explaining Affective Characteristics -- A Working Definition -- Dyslexia and Other Syndromes -- Dyspraxia -- Dyscalculia -- Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder -- Asperger's Syndrome -- Visual Stress -- Degrees of Dyslexia -- The Prevalence of Dyslexia -- Summary -- 2 Interventions -- Introduction -- Psychological Development in the Adult Years -- Transitions -- Successful Adjustment -- Risk and Resilience -- Learning in Adulthood -- Types of Intervention -- The Role of the Tutor/Coach -- Key Skills -- The Development of Metacognitive Skills -- Skill Development, Compensation and Accommodation: An Integrated Framework for Development -- Alternative Interventions -- Summary -- 3 Identification and Assessment -- Introduction -- Information Gathering -- Interviews -- Screening -- Checklists -- Computer-based Tests -- LADS - Plus Version -- StudyScan and QuickScan -- Individually Administered Tests -- York Adult Assessment Battery -- Dyslexia Adult Screening Test (DAST) -- Scholastic Abilities Test for Adults (SATA) -- Formal Diagnosis -- Testing Intelligence -- WAIS-IV -- Verbal Tests -- Working Memory Tests -- Perceptual Reasoning Tests -- Processing Speed -- The Global Composite - Full Scale IQ.

The Specific Composite - Index Scores -- The Sub-test - Level WAIS-IV as an Ipsative Test -- The Item Level and Task Cognitive Capacities -- Abbreviated Scales -- Tests for Teachers -- Further Psychological Testing -- Phonological Processing and Naming Speed -- Memory Ability -- Executive Functioning -- Achievements in Literacy and Numeracy -- Reading -- Reading Levels -- The Components of a Reading Assessment -- Decoding -- Comprehension -- Listening Comprehension -- Speed of Reading -- The Assessment of Metacognition in Reading -- The Assessment of Reading Skills and Information Technology -- Writing and Spelling -- Numeracy -- Measuring Affective Characteristics -- Self-Esteem -- Anxiety -- Re-assessment -- Diagnosis and English as an Additional Language -- Diagnosis and Other Syndromes -- Dyspraxia/DCD -- Dyscalculia -- ADD/ADHD -- Asperger's Syndrome -- Visual Stress -- Pretending to Have a Learning Difficulty -- Feedback to Client -- Report Writing -- Summary -- Appendix A: Sample Report -- Appendix B: A Guide through the Maze of Assessments -- 4 Counselling -- Introduction -- Aims of Counselling -- Issues in Counselling Dyslexic People -- Approaches to Counselling -- Couple Counselling -- Referring On -- Summary -- 5 Personal Development -- Introduction -- Self-understanding -- The Nature of the Difficulty -- Interpreting Dyslexia -- Abilities and Strengths -- Metacognition -- The Importance of Metacognition to Learning and Working -- A Metacognitive Technique -- Issues in Personal Development -- Self Advocacy -- Personal Organisation -- Goal Setting -- Prioritisation -- Memory Skills -- Social Skills -- A Dyslexic Person's Perspective -- A Case History - C -- Summary -- 6 Literacy for Living -- Introduction -- Prose Literacy -- Document Literacy -- Quantitative Literacy -- Lifelong Learning -- Planning a Programme.

Information Processing and Literacy -- Improving Levels of Literacy -- Improving Reading Accuracy -- Improving Reading Comprehension -- The Pass Reading Strategy -- Improving Spelling -- Improving Writing -- Improving Quantative Literacy -- A Dyslexic Person's Perspective -- Coaches Comment -- Summary -- 7 Academic and Professional Learning Skills -- Introduction -- The Keys to Success in Higher and Professional Education -- The Importance of Metacognition -- Self-understanding and Self-reflection -- Self Reflection Attribution and Self Efficacy -- Learning and Working Styles -- Cognitive Learning Differences -- Behavioural Learning Styles -- Time Management -- Organisation of Work -- Reading -- Critical Reading Skills -- Comprehending Diagrammatic and Tabular Formats -- Essay Writing -- Understanding the Task - Question Analysis and Process Words -- Proofreading -- Grammar and Punctuation -- Spelling -- Listening Comprehension -- Note Taking -- Note Making -- Revision and Memory Skills -- Examinations -- Statistics -- Presentations -- Working in a Group -- Tutorials -- The Role of the Tutor -- The Role of the Student -- The Keys to Success -- The Responsibilities of Colleges and Universities -- Study Skills Course Outline -- A Dyslexic Person's Perspective -- Sample Assessment Report -- Summary -- 8 Career Development and Guidance -- Introduction -- Approaches to Counselling and Development -- Career Guidance: A Decision Making Model -- Career Guidance and the Dyslexic: A Model -- Case Example -- Career Development -- A Dyslexic's Perspective: Dyslexia and Journalism -- Summary -- 9 Dyslexia At Work -- Introduction -- The Whole Organisation: Awareness Training -- Disclosure: To Tell or Not To Tell -- Goodness of Fit -- Recruitment and Selection -- Recruitment -- Selection -- The Workplace Assessment/Consultation -- The Manager's Role.

Challenges Facing Dyslexic People -- Metacognitive Skills at Work -- Transfer of Skills -- Evaluation and Reflection -- Changes and Transitions at Work -- Support in the Workplace -- Tutoring Training, Coaching and Mentoring -- A Coaching Example -- Programme Length -- Mentoring -- Addressing Challenges -- Organisation -- Time Management and Work Prioritisation -- Organisation of Work and the Work Space -- Memory -- Reading at Work -- Reading for Information -- Reading Complex Material -- Specific Visual Difficulties -- Performance Issues -- Written Work in the Office -- Record Keeping -- Report Writing -- Numeracy -- Proofreading and Checking -- Listening Skills at Work -- Minute and Note Taking -- Meetings -- Working in a Team -- Interviews -- A Note on the Use of Technology -- Workplace Consultancy Report -- A Coaching Course Outline -- Summary -- 10 Advocacy -- Introduction -- The Legislative Framework -- Dyslexia as a Mental Impairment -- Adverse Effects which are Substantial -- Long-Term Substantial Effects -- Normal Day-to-Day Effects -- Reasonable Adjustments -- Individual Needs -- Integrated Experience -- Essential Requirements of the Job/Course -- An Undue Financial or Administrative Burden -- Adjustments in Recruitment, Selection and Promotion -- Types of Test Accommodations/Adjustments -- Disclosing Dyslexia -- When to Say Something -- Whom to Tell -- What to Say -- Policy and Practice in Employment -- Legislation in Education and Training -- Policy in Higher Education -- Self-Help and Self-Help Groups -- Dyslexia and Criminal Law -- Summary -- Epilogue -- Appendix A Sample Interview Schedule -- Appendix B Useful Contact Addresses -- References -- Index.