Dyslexia and effective learning in secondary and tertiary education

This volume aims to open up the debate about dyslexia in secondary and tertiary education by bringing together different ways of talking and thinking about dyslexia.

Questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of "exploratory conversations" between learners and tutors is recognized.

The editors propose an underpinning cross sectoral model which integrates "in person" dyslexia characteristics with social and contextual factors.