796
Views
8
CrossRef citations to date
0
Altmetric
Articles

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

References

  • Baddeley, A.D., 1986. Working Memory. New York, NY: Oxford University Press.
  • Baddeley, A.D., 2000. The Episodic Buffer: A New Component of Working Memory? Trends in Cognitive Sciences, 4, 417–423.
  • Bishop, S.R. and Hickman, J., 1992. Four or Fourteen or Forty: Picture Books are for Everyone. In: S. Benedict and L. Carlisle, eds. Beyond Words: Picture Books for Older Readers and Writers. Portsmouth, NH: Heinemann, 1–10.
  • British Dyslexia Association (BDA), 2007. ‘Definitions’ [online]. Available from: http://www.bdadyslexia.org.uk/dyslexic/definitions [Accessed 27 Mar 2015].
  • Christina, 2012. One-on-one workshop participant, Actors Centre, 12 Feb 2012.
  • Cooper, R., n.d. Neurodiversity and dyslexia: Compensatory Strategies, or Different Approaches? [online]. Available from: http://brainhe.com/NeurodiversityandDyslexiabyRCooper.docx [Accessed 8 Mar 2013].
  • Cooper, R., 2009. Dyslexia. In: D. Pollack, ed. Neurodiversity in Higher Education. Chichester: John Wiley, 63–90.
  • Davis, R. and Braun, E., 1997. The Gift of Dyslexia: Why Some of the Smartest People Can’t Read, and How they Can Learn. New York, NY: Berkley Publishing Group.
  • Diana, 2012. One-on-one workshop participant, Actors Centre, 26 May.
  • Ehardt, K., 2009. Dyslexia, not Disorder. Dyslexia, 15, 363–366.
  • Eide, B. and Eide, F., 2011. The Dyslexic Advantage. London: Hay House.
  • Elliot, J. and Grigorenko, E., 2014. The Dyslexia Debate. New York, NY: Cambridge University Press.
  • Fawcett, A.J. and Nicolson, R., 1992. Automatisation Deficits in Balance for Dyslexic Children. Perceptual and Motor Skills, 75, 507–529.
  • Frith, U., 1999. Paradoxes in the Definition of Dyslexia. Dyslexia, 5, 192–214.
  • Gardner, H., 2006. Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books.
  • Gerrig, R.J., 1993. Experiencing Narrative Worlds: On the Psychological Activities of Reading. New Haven, CT: Yale University Press.
  • Grant, D., 2009. The Psychological Assessment of Dyslexia. In: D. Pollack, ed. Neurodiversity in higher education. Chichester: John Wiley & Sons, 33–62.
  • Grant, D., 2010. That’s the Way I Think. Abingdon: Routledge.
  • Hegarty, M., 2004. Diagrams in the Mind and in the World: Relations between Internal and External Visualizations. In: A. Blackwell, K. Mariott and A. Shimojima, eds. Diagrammatic representation and inference. Berlin: Springer-Verlag, 1–13.
  • Hinshelwood, J., 1917. Congenital Word Blindness. London: Lewis.
  • Kozma, R.B., 1991. Learning with Media. Review of Educational Research, 61 (2), 179–212.
  • Learning and Skills Improvement Service, n.d. Inclusive Teaching and Learning [online]. Available from: http://tlp.excellencegateway.org.uk/tlp/cpd/assets/documents/inclusive_teaching_learning.pdf [Accessed 6 Sep 2013].
  • Leveroy, D., 2013a. Enabling Performance: Dyslexia, (Dis)ability and ‘Reasonable Adjustment’. Theatre, Dance and Performance Training, 4 (1), 87–101.
  • Leveroy, D., 2013b. Locating Dyslexic Performance: Text, Identity and Creativity. Research in Drama Education: The Journal of Applied Theatre and Performance, 18 (4), 374–387.
  • Levin, J.R., Anglin, G.J., and Carney, R.N., 1987. On Empirically Validating Functions of Pictures in Prose. In: D.M. Willows, and H. Houghton, eds. The Psychology of Illustration: Volume 1. Basic Research. New York: Springer-Verlag, 51–78.
  • Logie, R.H., 1995. Visuo-Spatial Working Memory. Hove, UK: Lawrence Erlbaum Associates.
  • Machon, J., 2011. (Syn)aesthetics: Redefining Visceral Performance. Basingstoke: Palgrave Macmillan.
  • Mancing, H., 2006. See the Play, Read the Book. In: B. McConachie and E. Hart, eds. Performance and Cognition. Abingdon: Routledge, 189–206.
  • Mark, 2011. Focus group participant, Actors Centre, 15 Jul 2011.
  • McNamara, J. and Wong, B., 2002. Memory for Everyday Information in Students with Learning Disabilities. Presentation to the 26th Conference of the International Academy for Research in Learning Disabilities. Washington, DC.
  • Merleau-Ponty, M., 1962 [1945]. Phenomenology of Perception. Trans C. Smith, London: Routledge and Kegan Paul.
  • Michael, 2011. Focus group participant, Actors Centre, 15 Jul 2011.
  • Molly, 2012. One-on-one workshop participant, Actors Centre, 12 Feb 2012.
  • Morgan, E. and Klein, C., 2000. The Adult Dyslexic in the Non-dyslexic World. London: Whurr.
  • Parnell-McGarry, A., 1996. From Page to Stage. Dyslexia, 2, 142.
  • Pavio, A., 1986. Mental Representations: A Dual Coding Approach. New York, NY: Oxford University Press.
  • Philpott, M.J., 2000. Towards a Phenomenology of Dyslexia. Thesis (PhD). University of Warwick.
  • Pressley, M. and McCormick, C., 1995. Advanced Educational Psychology. New York, NY: Harper Collins.
  • Ramachandran, V.S. and Hubbard, E.M., 2001. Synaesthesia – A Window into Perception, Thought and Language. Journal of Communication Studies, 8, 3–34.
  • Reid, G., 2005. Dyslexia: A Complete Guide for Parents. Chichester: Wiley.
  • Reid, G., 2009. Dyslexia: A Practitioner’s Handbook. 4th ed. Chichester: Wiley.
  • Rosa, 2011. Focus group participant, Actors Centre, 15 Jul 2011.
  • Rusted, J. and Coltheart, V., 1979. The Effect of Pictures on the Retention of Novel Words and Prose Passages. Journal of Experimental Child Psychology, 28, 516–524.
  • Sally, 2011. Focus group participant, Actors Centre, 15 Jul 2011.
  • Schallert, D.L., 1980. The Role of Illustrations in Reading Comprehension. In: R.J. Spiro, B.C. Bruce and W.F. Brewer, eds. Theoretical Issues in Reading Comprehension. Hillsdale, NJ: Erlbaum, 503–524.
  • Sean, 2012. One-on-one workshop participant, Actors Centre, Mar 2012.
  • Sharon, 2012. One-on-one workshop participant, Actors Centre, 10 Dec 2012.
  • Snowman, J. and Cunningham, D.J., 1975. A Comparison of Pictorial and Written Adjuncts in Learning from Text. Journal of Educational Psychology, 67, 307–311.
  • Steve, 2011. Focus group participant, Actors Centre, 15 Jul 2011.
  • Swanson, H.L., 1989. Verbal Coding Deficits in Learning Disabled Readers: A Multiple Stage Model. Educational Psychology Review, 1, 235–277.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.