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Theatre, Dance and Performance Training Volume 6, 2015 - Issue 3
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Articles

‘A date with the script’: exploring the learning strategies of actors who are dyslexic

Deborah Leveroy
Pages 307-322 | Published online: 23 Dec 2015

Citations (8)

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Clara Kundin. (2022) Directing actors with learning disabilities: A meta-analysis of past and current practices. Youth Theatre Journal 36:1-2, pages 41-60.
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Daron Oram. (2018) Finding a Way: More Tales of Dyslexia and Dyspraxia in Psychophysical Actor Training. Voice and Speech Review 12:3, pages 276-294.
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Daron Oram. (2018) Losing sight of land: tales of dyslexia and dyspraxia in psychophysical actor training. Theatre, Dance and Performance Training 9:1, pages 53-67.
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Jonathan Pitches & Libby Worth. (2017) Editorial. Theatre, Dance and Performance Training 8:3, pages 235-237.
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Petronilla Whitfield. (2017) The Micro Grasp and Macro Gestus strategy as a facilitation of dyslexia in actor-training: reconstructing the written text when performing Shakespeare. Theatre, Dance and Performance Training 8:3, pages 329-347.
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Petronilla Whitfield. (2016) A facilitation of dyslexia through a remediation of Shakespeare’s text. Research in Drama Education: The Journal of Applied Theatre and Performance 21:3, pages 385-400.
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Petronilla Whitfield. (2015) Towards an emancipatory praxis of pedagogy: supporting acting students with dyslexia when working on Shakespeare. Voice and Speech Review 9:2-3, pages 113-138.
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Articles from other publishers (1)

Denis Cryer-Lennon. (2020) Teaching Strategies for Neurodiversity and Dyslexia in Actor Training: Sensing Shakespeare, Petronilla Whitfield (2019). Journal of Interdisciplinary Voice Studies 5:2, pages 262-264.
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