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 Dealing with Dyslexia and Other Reading Difficulties, published by Pearson Education and written by the creators of the I Can Read system, examines why so many children have difficulty learning to read. With its parent-centered perspective, it identifies both the intrinsic and extrinsic elements associated with developmental dyslexia in easy-to-understand language. It explains how many children fail to read as a consequence of poor instructional practices and offers parents guidelines for detecting whether their child is at risk of becoming a weak reader.
Drawing on the Singapore perspective, the authors have included an outline of the Singapore Ministry of Education's Revised English Language Syllabus in order to create a context for the teaching of reading and so that parents may understand the importance of identifying reading difficulties early and seeking the right support for their children.
With its focus on good instructional procedures, this must-read for all parents also introduces readers to the authors' I CAN READ System.
About the Authors
Annabel Seargeant is an Australian registered psychologist, Director of Total Literacy International Pty Ltd and co-creator of the I CAN READ total literacy programme currently being taught in primary schools throughout Singapore, as well as in independent I Can Read learning centres through Asia and Australia. Annabel has worked with children and adults from 2.5 years who wish to gain or improve expressive and receptive English skills. She is also a writer with a background in teaching literature, literacy and creative writing as well as drama to young children.
Antony Earnshaw was a secondary school Higher Schol Certificate teacher for the New South Wales (Australia) Department of Education for many years, then a school counsellor. More recently, he was a Senior Educational Psychologist for the Singapore Ministry of Education. He is a Director of the Total Literacy group of companies and co-creator of the I CAN READ total literacy system. Tony's PhD research focuses on the cognitive aspects of learning, which include the process of reading acquisition.
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