Teens

* £10.99 * Sep 2018 * PB * 10 ish B&W to follow * ISBN: 9781785925597

Everything You Need to Know about College, University and the Workplace Ann-Marie McNicholas Foreword by Dr Amelia Roberts

Practical support for young people with dyslexia aged 14+ making the transition to higher education or the workplace

11–18 years * £9.99 * Jun 2015 * PB * 2 B&W illustrations * ISBN: 9781849056496 * Rights sold: Greek, Italian

Self-help strategies for students with dyslexia

BESTSELLER 7–13 years * £12.99 * Mar 2018 * PB * 10 B&W cartoon illustrations * ISBN: 9781785922923 * World rights available

How to Learn Smarter with a Dyslexic Brain Alais Winton Illustrated by Joe Salerno Full of fun, practical games and activities accompanied by charming cartoons for children aged 7 to 13 with dyslexia, this book makes learning easy and entertaining. Written by a dyslexic tutor for dyslexic students, the tips are embedded in first-hand experience and will inspire and motivate any reader to aim high.

Fun Games and Activities for Children with Dyslexia

Some time ago I was sent a very special letter. It was written by Hannah, who was ten when she wrote the letter.

I had spoken to Hannah’s mum on the phone and she told me that Hannah was finding spelling tests and reading in school hard.

Hannah wanted to write me a letter to tell me what being dyslexic was like for her. This is what she wrote:

Fun Games and Activities for Children with Dyslexia

cats only meet pandas every tuesday if they ice-skate on neptune.

This is a long sentence to remember so we took it one step further and drew a picture to match the sentence.

The picture included a panda ice-skating on Neptune and cats looking at a newspaper with Tuesday written on it.

Shake It!

This chapter is for a learner who learns very well through movement.

This can be really difficult in school. Apart from subjects like PE and Drama, most classes will involve quite a lot of sitting still and writing.

Fun Games and Activities for Children with Dyslexia

3–10 years * £19.99 * Sep 2021 * PB * Fully colour illustrated throughout

* ISBN: 9781787757790

A fully illustrated green-themed workbook for building sound awareness for kids aged 3+ at risk of dyslexia or DLD Valerie Muter and Helen Likierman Illustrated by Jane Dorner Foreword by Andrea Street Can you spot Dinaroo and her friends and see what they have found in the dump? Can they recycle it? Or make something new?

Written by two leading psychologists, the engaging, colourful, fully illustrated alphabet story in the first part of this book is accompanied by an extensive workbook section. Here you find exercises, in the form of games, to develop the important component skills needed for reading and learning about printed letters. Together you and the child will be able to practice the phoneme (speech sound) awareness and other fundamental language skills that are so important, and often difficult to acquire, for young children who may have dyslexia or speech and language problems.

My Special Alphabet Book will provide the vital early support these young children need in literacy. It also includes a user-friendly guide for parents and teachers, as well as extension activities to build awareness of environmental issues.

dis for dump

Oh dear! We live in a dump. a is for ant

bis for beetle

Hello, I’m Ali Ant. I am always active. I like working.

Hello, I’m Bobby Beetle. I like my red boots.

cis for caterpillar

Hello. I’m Carrie Caterpillar. I love flowers. One day I’ll be a butterfly.

pis for packet

This packet is made of plastic. Single-use plastic is bad for our world. Into the rubbish bin, then!

p is for packet; p is for packet.

How to USe tHiS Book

called ‘shared risks’. Dyslexia and language difficulties are expressed differently at the behaviour or educational outcome level (shown at the bottom of the diagram). Dyslexia results in word-level reading and spelling problems. Language difficulties are expressed as spoken language and, later on, reading comprehension problems.

Phonological difficulties Short-term verbal memory difficulties

Reading and spelling difficulties Vocabulary knowledge, reading comprehension, structural language difficulties

What skills do children need to start to learn to read?

There are three main foundation skills essential to making a good start in learning to read are as follows:

► having good spoken language skills, especially a broad vocabulary ► phonological awareness, which is children’s realization that spoken words are made up of sequences of sounds. The main sets of sounds in words are syllables and phonemes. A syllable is a part of a word that consists of a vowel with consonants on one or both sides; the word

‘eggshell’ has two syllables: ‘egg’ and ‘shell’. Phonemes are the smallest units of speech sounds; the word ‘hat’ has three phonemes: h-a-t ► being able to learn the sounds that each written letter of the alphabet makes, without difficulty (letter knowledge).

foUndAtion SkillS ActivitieS

Activity 4: Rhyme Production

Let’s rhyme

‘How many other words can you think of that rhyme with “gum” (like Mum, tum)?’ These can be real words or made-up words. Now try this with these other words: • hat • can • mug • tin • nail • bun • bell • red • sock • dig Now make up some more of your own: ________________________________________ ________________________________________ ________________________________________

Activity 5: Alliteration

Let’s play the same-sound game

‘Can you think of some other words that begin with the same sound as “fish”? “f” is for “fish”. Let’s think of some other words that begin with the “f” sound.’ Now try this with these other words:

• ant • beetle • can • egg • hat • sock • tin • lollipop • packet • red Now make up some more of your own:

“I would strongly recommend any educator, specialist teacher or parent to use this book which introduces the alphabet and the letter-sound correspondences so vital to successful reading development. It also presents the concepts and materials in a fun and topical manner which will hold the attention of the child.”

– Dr Kevin Smith, Professional Development Co-ordinator of the Professional Association of Teachers of Students with Specific Learning Difficulties (PATOSS)