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The Routledge International Handbook of Dyslexia in Education showcases the various examples, expertise, and successful initiatives attempted to include students with dyslexia around the globe. It highlights progress and identifies gaps for growth globally to stand united against dyslexia as a literacy problem and a specific learning disability challenge. Taking a truly global view, each chapter from world-leading experts highlights issues related to the definition of dyslexia and how it is recognised locally, its implications on relevant legislations and educational policy and how teacher training programs on dyslexia are delivered at both pre-service and in-service levels. Contributors to this handbook also discuss and compare the services and tools available to identify individuals with dyslexia, such as nationally standardized tests and tools for dyslexia assessment. Students, researchers, teachers and other educational professionals who require highly relevant, research-informed guidance on dyslexia and its awareness, identification, training, outreach, and intervention around the globe will find this handbook an essential and timely resource. Readers will also be able to identify shared experiences and good lessons from around the world, as well as learn about better strategies to guide their journey in their own local community.

In today's schools, teachers must screen and monitor for academic difficulties and are expected to use assessments to guide their instruction. Understanding the assessment of students with dyslexia gives teachers the knowledge to identify which skills need remediation, and the students' strengths that can help them overcome their challenges. Assessing Dyslexia provides teachers with answers to questions they often have about assessment and is applicable not only to students with dyslexia but to all who struggle with reading. Written in accessible terms throughout, this book offers information on understanding and interpreting psychoeducational reports and approaches on how to better communicate with parents and students regarding this process. By demonstrating how to use testing to guide their teaching, this book describes the why, how and what of assessment and promotes the self-sufficiency of teachers by providing them with a clear rationale for why particular instructional strategies should be used. With encouragement for teachers to reflect on assessment critically and resources to expand their skill knowledge, this book provides a clear path to enhancing teachers' practice and improving their pupils' attainment. Assessing Dyslexia serves as a suitable reading for all teachers and represents a move from the "wait to fail" model to a test to teach approach, addressing the questions and anxieties of today's teachers.

This volume highlights the shortcomings concerning literacy development in Africa and collates the current available literature based on empirical research in various countries in a coherent manner. Further emphasized is how the current research can guide practical information to improve the literacy situation in Africa. The research studies will encompass various fields such as linguistics, neurosciences, and education and will provide future research directions and instructional recommendations to improve the literacy situation in Africa

This volume highlights the shortcomings concerning literacy development in Africa and collates the current available literature based on empirical research in various countries in a coherent manner. Further emphasized is how the current research can guide practical information to improve the literacy situation in Africa. The research studies will encompass various fields such as linguistics, neurosciences, and education and will provide future research directions and instructional recommendations to improve the literacy situation in Africa.

Md. Anwarul Azim Majumder1, Sayeeda Rahman2, Urban JA D'Souza3, Gad Elbeheri4, Khalid Bin Abdulrahman5, M Muzaherul Huq61,2Department of Clinical Sciences, School of Life Sciences, University of Bradford, West Yorkshire, Bradford, UK; 3School of Medicine, University Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia; 4Centre for Child Evaluation and Teaching, Kuwait; 5College of Medicine, Al-Imam University, Riyadh, Saudi Arabia; 6Centre for Medical Education (CME), Mohakhali, Dhaka, BangladeshAbstract: Learning disabilities (LDs) represent the largest group of disabilities in higher education (HE) institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context.Keywords: medical education, learning disabilities, dyslexia, Asia