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This book, written by a behaviour support teacher, offers advice on creating a personalised learning environment in the classroom. With a focus on lesson content and delivery, the author describes strategies such as using visual and kinaesthetic activities, visual displays and classroom layout to focus students on class work. It highlights the importance of meaningful, specific and measurable targets as a way to assist and challenge all students. Behavioural issues are explored, with suggestions on managing group behaviours and individual students who may be withdrawn, seeking attention, reluctant to work or have difficulties socialising. (Adapted from publisher's description and review by Michael E Daniel in Teacher, August 2007, p 70.)

While a ‘universal consensus’ on dyslexia has yet to be reached, the report finds that there is strong support for focusing on the development of phonological processing skills to assist dyslexic students. The research explores the various genetic and environmental influences that may contribute to dyslexia, and how students’ behavioural, social and emotional experiences may be used to aid learning. Key findings are summarised, with suggestions offered for practitioners. Noting vital clues such as family history of dyslexia, poor spelling and delayed speech can help early identification and intervention, while supporting students’ strengths and self esteem is also important. The report suggests that recent ICT developments may benefit dyslexic students, and should be scoped further. Various approaches used to teach students with dyslexia are explored, and best practice examples of programs discussed. (Adapted from report.)