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This book addresses the important area of dyslexic childrena s perception of themselves and how this is shaped by people and processes within their early school careers. It draws upon hitherto neglected psychological concepts such as self--efficacy, locus of control and learned helplessness to explain within a social--interactivist framework the powerful effect of self--perceptions on the social, emotional and academic development of dyslexics. Techniques for assessing these factors are described and research evidence is provided to demonstrate how a sense of dyslexic pride associated with positive academic outcomes can be achieved. The book is aimed at teachers, teacher--trainers, parents and academics researching developmental aspects of dyslexia, but combines scholarship and research in a manner that makes it accessible to adult dyslexics also.
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