'Gavin Reid and Shannon Green offer ideas to accommodate the broad spectrum of challenges encountered by dyslexic pupils. Busy teachers in all areas of the curriculum will appreciate the easily accessible format and achievable strategies and solutions. This title is an essential addition to the teacher's toolkit.' June Massey, Dyslexia teacher, trainer and assessor, UK

Shannon Green is an Orton-Gillingham (OG) Trainer for the Canadian Academy of Therapeutic Tutors (CATT) in BC, Canada and the OG trainer for the CCET in Kuwait. She is also the co-founder of REACH Learning Center in North Vancouver, British Columbia, Canada. She is co-author of two books on dyslexia and ideas for learning A teacher and university lecturer for many years, Dr Gavin Reid is an Educational Psychologist in Vancouver, Canada, a consultant with the Center for Child Evaluation and Teaching (CCET) in Kuwait, and a Director of the Red Rose School for Children with Dyslexia in Lancashire, UK. He is a prolific author, international consultant and trainer and has held seminars on effective learning in over 50 countries worldwide.

Section 1. Teaching Strategies; Introduction; 1. small steps; 2. discussion; 3. short sentences and visuals; 4. print size/ page layout/font; 5. self-correction; 6. teacher checklist; 7. framework for teaching; Section 2. Reading; 8. developing phonic skills; 9. developing sight vocabulary; 10. increase reading fluency; 11. extend language experience; 12. paired reading; 13. peer tutoring; 14. consolidate vocabulary; Section 3. Reading Comprehension; 15. comprehension planning; 16. comprehension monitoring; 17. reciprocal reading; 18. mapping and webbing; 19. charts, time-lines; 20. 'soap' gesture; 21. get it taped; 22. getting involved in the story; 23. picture this!; 24. sequencing events; 25. sentence expansion; 26. re-reading familiar books; 27. selecting reading techniques; 28. checking readability level; 29. student self checks; Section 4. Spelling; 30. teach spelling rules explicitly; 31. using codes; 32. block spelling; 33. key words and visuals; 34. sound as you spell; 35. spelling ratios / multiple spelling choices; 36. word lists; 37. look, cover, write, check; 38. simultaneous oral spelling; 39. visualisation; 40. cued spelling; 41. spelling games; Section 5. creative writing; 42. kwl grids; 43. scribing; 44. brainstorming; 45. my favourite things; 46. visuals; 47. draw a forest; 48. forest adventure; 49. postcard; 50. collage; 51. mystery object; 52. diamante poems; 53. writing for different audiences; Section 6. learning strategies; 54. learning style; 55. begin with the best; 56. sequence the story; 57. over-learning; 58. introduce key points; 59. chunking; 60. using previous knowledge; 61. develop a structure; 62. recognise the importance of the environment; 63. finding the odd word out; 64. visualisation; 65. preparing and answering essay questions; 66. learning styles across curriculum; Section 7. planning for learning; 67. managing time; 68. topic specific vocabulary; 69. prepare board games; 70. match the pairs; 71. prepare a key task glossary; 72. equipment checklist; 73. working with others; 74. collaborative teaching; Section 8. differentiation; 75. plan for differentiated learning; 76. differentiation of content; 77. differentiation by task; 78. differentiation by outcome; 79. differentiation of resources; 80. review and evaluate; Section 9. Memory; 81. learn it actively; 82. trigger words; 83. relax; 84. mind mapping; 85. write, recite and repeat; 86. review notes; 87. positive attitude; 88. re-inforcing learning; 89. self-knowledge/ study plan; 90. mnemonics; 91. organise your mind; 92. acronyms; Section 10. Teaching Dyslexic Children - Get it Right; 93. copying from the board; 94. over reliance on spellcheckers; 95. colour coded timetable; 96. marking and correcting work; 97. presenting work; 98. keeping time; 99. Comfort Circles; 100. stimulate intelligence / thinking and re-thinking; 101. create a dyslexia friendly classroom; 102. think aloud; 103. consider emotional literacy; Section 11. Number work/ maths; 104. concrete examples; 105. encourage their own strategies and learning style; 106. get the right software; 107. two clock faces; 108. singing the multiplication tables; 109. develop own strategies; Section 12. Dyslexia across the curriculum; 110. talk, talk, talk; 111. card matching and puzzles; 112. text reconstruction; 113. provide background vocabulary, discussion and structure; 114. labelling and constructing diagrams. 115. generalise concepts; 116. make languages dyslexia friendly; 117. improvisation; 118. making music dyslexia-friendly; 119. develop dyslexia-friendly guidance; 120. preparing for exams; 121. transition to secondary school; 122. transition to college; 123. acknowledging success; Appendix: a note on dyslexia.