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There is a need to demonstrate the potential that dyslexic adults have to achieve success despite the difficulties often associated with dyslexia. A focus on adults with dyslexia is pertinent given that individual life experiences have the potential to make dyslexia in adulthood more variable in manifestation than in childhood. This book offers a comprehensive discussion of the relationship between dyslexia and success based on current understanding derived from theory and practice, including the challenges of dyslexia in work-related contexts and a range of potential solutions. It presents a framework to conceptualise adult dyslexia and these individual difficulties and provides a basis for success. Personal stories of adult dyslexics who have faced work-related challenges are included alongside a set of strategy-based solutions for dealing with and responding to such challenges. This is an essential resource for dyslexic adults themselves, plus coaches, HR departments, and managers in organisations and training institutions.
Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.
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