Dyslexia : a psychosocial perspective

This text proposes a socially interactive model of dyslexia set within a wider framework of "specific learning difficulties".

The model is flanked by reflective contributions from writers, researchers and teachers.

Educators are challenged to re-examine central issues affecting learning in and beyond compulsory schooling: methods of teaching and provision of learning support; and the integration of meta-affectivity with metacognition.