1st Edition

Gaining Knowledge and Skills with Dyslexia and other SpLDs

By Ginny Stacey, Sally Fowler Copyright 2021
    632 Pages 41 Color Illustrations
    by Routledge

    632 Pages 41 Color Illustrations
    by Routledge

     Gaining Knowledge and Skills with Dyslexia and other SpLDs is the third book in the series Living Confidently with Specific Learning Disabilities (SpLDs). This book lays the foundation for skilling dyslexic/ SpLD people so that they can be autonomous, confident people, who can use their full potential with minimal disruption from the dyslexia/ SpLD. It is a comprehensive manual for helping dyslexic/ SpLD people, whether the help is given by specialist teachers, subject teachers, professionals of all kinds, family and friends, or general public such as shop keepers. There are lists of the most important ideas for policy-makers and general readers so that they can support best practice for helping dyslexic/ SpLD people. The book advocates changes of attitude that will be good for everyone but which are VITAL for dyslexic/ SpLD people. It is not proposing expensive solutions, though it does recognise that there will be times when accommodation is needed for some effects of dyslexia/ SpLD that an individual cannot work round.

    The book recognises that dyslexia/ SpLDs are variable syndromes that need constant monitoring. Given a range skills and knowledge to draw on, a dyslexic/ SpLD person needs to be able to select the most suitable ones for any particular situation.

    Confidence grows when dyslexia/ SpLD can be managed well; dyslexic/ SpLD people can then function at their best.

    The book is addressed to someone alongside a dyslexic/ SpLD person, who may also be dyslexic/ SpLD, so the style of the book is suitable for dyslexic/ SpLD people. It uses a special layout to emphasise stories, insights, examples, exercises, tips, key points and summaries.

    Useful Preface

    1. Imparting Knowledge and Skills

    2. Foundations for Knowledge and Skills

    3. Guidance for Non-Linear Readers

    4. Reading

    5. Listening

    6. Doing

    7. Taking and Making Notes

    8. Writing

    9. Talking

    10. Taking-Action

    11. Exams

    12. Group Work: Meetings, Seminars and Debates

    13. Driving

    14. Social Examples


    Ginny Stacey did not realise she was dyslexic until her mid-20s. The challenge of learning to play classical guitar helped her to understand how her dyslexic mind works. Committed to helping other dyslexics achieve their potential, she developed a range of highly effective techniques for supporting dyslexic students in studying all subjects and coping with life in general. The techniques are widely used in universities and colleges. She has become a nationally-recognised expert in the field.

    Sally Fowler stepped into the dyslexic world in her late 40s. It was a revelation to see the impacts of her dyslexia clearly. She became an approved teacher for the British Dyslexia Association with an M.A. in special education. She taught dyslexics, both children in schools and students at university. In Oxford, she met Ginny Stacey: the collaboration of two dyslexic minds has brought a wealth of experience to the Living Confidently with Specific Learning Difficulties series.


    'I’ve often thought that publishing books to help dyslexic people is a bit of a paradox – that is until I read Ginny’s book. Here at last is information that allows for the diversity of its readership’s reading preferences; there’s meaningful use of colour, chunked text, clearly isolated tips and insights, etc. Possibly best of all, there’s an opportunity to guide one’s personal reading interest at will so that interesting bits that appeal individually can be got at without a lot of bother. Awesome! Ginny advises that neurodiverse learners will benefit from "being careful, particularly at the beginning of something new" and this holds true for this book. Take time to orientate yourself in its Preface to learn how the book is set out and then dip in where your fancy takes you. The advice the book offers is based on years of experience and insightful expertise. Ginny is right to thank all her students; working through this book, her readers will thank her back tenfold.' -- Tanya Zybutz, Dyslexia Co-ordinator, Royal Central School of Speech & Drama, UK

    'Ginny's zen-like understanding of the workings of the human mind have been laid bare in this book, which helped me to achieve far higher than I ever thought was possible in my studies.' -- William Darby, MEng, MSc, former student of Ginny Stacey

    'Having dyslexia/SpLD means thinking, learning and doing things differently. This is exemplified skilfully by the layout of the book. It both appeals to different reading styles and shows others that these styles exist. An expert, Ginny gives information, examples and explanations that are essential for anyone working to enable and support a dyslexic/SpLD individual. It is a comprehensive and practical guide, with skills and strategies that transfer to several contexts (studying, the workplace and everyday life).' - Henrietta Court MSc; OCR DipSpLD; TPC (Patoss)., Adult Dyslexia/SpLD specialist, UK

    'Great! This is a book for dyslexic/SpLD people about strategies for gaining knowledge (input, storage), and about accessing and demonstrating knowledge (recall, output). The book allows you to navigate the content in your own way and be rewarded with personally relevant information. It encourages you to develop your "tool bag for living confidently". Exploring the useful preface and glossary guides you around the content of this book and links you to others in the series. I have been using techniques Ginny taught me for many years.' - Dr Mary Eld, former SpLD student of Ginny Stacey, UK

    ‘Unusually, this book allows both for a linear (read it straight through) approach and a ‘move around the book’ and ‘dip in’ approach, with coloured boxes and other signposting features to help readers (especially dyslexic ones) who want a less conventional approach. The book addresses crucial issues: information processing, reading, listening, writing and doing amongst others. The font and background colour is not only dyslexia-friendly (hurrah!) but will make the text easier for most people to read. The mind-map-y illustrations, the stories (in orange boxes), the margin notes and space for one’s own notes, the use of space in the text, bullet points and headings are all helpful ways through the information and ideas – again, for most people. There are questions to answer, too, which can help with metacognition. And who are these ideas for? This book will suit dyslexic/neurodiverse individuals and those working with them in various ways. As the book itself states, it is hoped that the ideas within it will help those involved in public communication, policy making and the media.’ Sally Daunt, support tutor at the Liverpool Institute for Performing Arts, UK