Multisensory Teaching of Basic Language Skills Unknown 4th edition by Suzanne Carreker,Judith Birsh – Ebook PDF Instant Download/Delivery:9781681252261,1681252260
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ISBN 10:1681252260
ISBN 13:9781681252261
Author:Suzanne Carreker,Judith Birsh
Keep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country. The most comprehensive text available on multisensory teaching, this book prepares today’s educators to use specific evidence-based approaches that improve struggling students’ language skills and academic outcomes in elementary through high school. Educators will get rich background information on the systems and structures of the English language, plus a deep dive into the what and how of Structured Literacy Instruction. They’ll also find practical strategies and guidelines on all aspects of language and literacy instruction, including planning effective lessons, connecting research with practice, conducting and interpreting assessment, understanding the emotional side of learning disabilities, and more. An essential reference and professional development resource to keep and use for years to come, this book gets educators ready to be thoughtful, skilled, and compassionate teachers of reading and language arts. WHAT’S NEW: New chapters on pre-kindergarten literacy, executive function, and math learning disabilities Content now aligns with the 2018 IDA Knowledge and Practice Standards for Teachers of Reading and prepares students for the IDA certification exam Updated with the latest research in the field New insights and guidance on technology woven throughout the book Online companion materials and resources for many chapters More student-friendly features (see below) SELECTED TOPICS COVERED: structured literacy instruction * oral language development * pre-k literacy * alphabet knowledge * phonemic awareness * decoding * spelling * handwriting * fluency * vocabulary instruction * reading comprehension * composition * assessment * executive function * math learning disabilities * effective learning environments * lesson planning * instruction for English language learners * instruction for older students and high-functioning adults STUDENT-FRIENDLY FEATURES: Chapters now include learning objectives, an end-of-chapter Knowledge and Skill Assessment, reflection questions interspersed throughout, and new vignettes and case studies. The online companion materials feature sample lesson plans, answer keys, and other resources for further reading and reference. Listed by the National Council on Teacher Quality’s 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction! Explore the companion activity book!
Multisensory Teaching of Basic Language Skills Unknown 4th Table of contents:
Section I: Introduction to Multisensory Teaching
Chapter 1. Connecting Research and Practice
Learning Objectives
The Science of Reading
Definition and Importance of Scientifically Based Research
Research on the Components of Reading
Understanding Dyslexia Through Reading Research
Teachers Can Deliver Evidence-Based Reading Instruction to All Students
Closing Thoughts: The Impact of Research on Practice
Online Companion Materials
Knowledge and Skill Assessment
References
Chapter 2. Structured Literacy Instruction
Learning Objectives
A Common Framework
Structured Literacy
Multisensory Instructional Strategies
Why Phonics Works
Efficacy of Simultaneous Multisensory Instructional Strategies
Implications for Future Research and Practice: A Two-Way Street
Closing Thoughts: Multisensory Structured Literacy
Online Companion Materials
Knowledge and Skill Assessment
References
Section II: Pre-reading/Literacy Skills
Chapter 3. Oral Language Development and Its Relationship to Literacy
Learning Objectives
Language: A Dynamic, Rule-Governed Process
Oral–Written Language Connection
Oral–Written Language Differences
Components of Language
Executive Function, Working Memory, Language, and Literacy
Dynamic Nature of Classroom Language
Closing Thoughts: Oral Language and Literacy
Online Companion Materials
Knowledge and Skill Assessment
References
Chapter 4. Pre-Kindergarten Literacy
Learning Objectives
Emergent Literacy
The Importance of the Classroom Environment
Evidence-Based Multisensory Activities That Develop Foundational Literacy Skills
A Project-Based Approach to Developing Emergent Literacy
Assessment of Learning in Preschool: Formal and Informal Systems
Closing Thoughts: Emergent Literacy in the Pre-Kindergarten Years
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 4.1: Technology Resources
Chapter 5. Alphabet Knowledge: Letter Recognition, Letter Naming, and Letter Sequencing
Learning Objectives
Role of Letter Recognition in the Reading Process
Considerations for Instruction
Principles of Effective Instruction
Activities for Teaching Letter Recognition
Closing Thoughts: Building Alphabet Knowledge
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 5.1: Technology Resources
Chapter 6. Teaching Phonemic Awareness
Learning Objectives
Phonemic Awareness Within Phonological Processing Abilities
Phonemic Awareness Foundations for Decoding, Spelling, Vocabulary, and Fluency
What Is a Phoneme?
Phonological and Phonemic Awareness Components and Developmental Sequences
Development of Simple to Complex Phonological and Phonemic Awareness
Phonemic Awareness Skill Expectations According to State Standards
Phoneme Characteristics
Assessing Phonemic Awareness
Instruction in Phonemic Awareness for Prevention and Intervention
Closing Thoughts: Phonemic Awareness and Literacy
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 6.1: Technology Resources
Section III: Beginning Reading/Literacy Skills
Chapter 7. Assessment of Reading Skills: A Review of Select Key Ideas and Best Practices
Learning Objectives
Basic Measurement Concepts and Statistics for Standardized Assessment
Overview: Types of Assessment
Interpreting Results: Some Common Pitfalls to Avoid
Standardized Assessment Within the Response to Intervention Model
Importance of Early Screening and Intervention
Technology-Enhanced Screening and Progress Monitoring Systems
Role of Comprehensive Assessments
Skills Commonly Measured on Standardized Assessments
Role of Nonstandardized Assessments in Reading Instruction
Sources for Tests
Formative Assessment in Multisensory Language Programs
Closing Thoughts: Best Practices for Assessment and Recommendations for Further Research
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 7.1: Online Resources for Assessment
Chapter 8. The Role of Executive Function in Literacy Instruction
Learning Objectives
Executive Function, Defined and Described
The Two Domains of Executive Self-Regulation: Metacognitive and Social Emotional
Characteristics of Students Who Require Assessment of Executive Function and Language Performance
Assessing Executive Function in the Context of Assessing Other Abilities
Improvement of Executive Function in the Context of Learning Language, Literacy, and/or Academics
Closing Thoughts: Executive Function in Literacy Instruction
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 8.1: Technology Resources
Chapter 9. Teaching Reading: Accurate Decoding
Learning Objectives
The Knowledge Base: The Role of Decoding
Practice: Teaching Sound–Symbol Correspondences
Practice: Teaching Monosyllabic and Multisyllabic Words
Practice: Teaching Irregular Words
Practice: Teaching Fluency
The Knowledge Base: The Spelling Connection to Reading
Closing Thoughts: Teaching Decoding
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 9.1: Technology Resources
Chapter 10. Teaching Spelling
Learning Objectives
The Distinctiveness of Spelling
Spelling Development
Good and Poor Spellers
Knowledge Needed for Spelling Proficiency
How Spelling Errors Inform Instruction
Spelling Instruction
Closing Thoughts: Teaching Spelling
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 10.1: Technology Resources
Chapter 11. Multi-Modal Handwriting Instruction for Pencil and Technology Tools
Learning Objectives
A Brief History of Handwriting Instruction
Why Handwriting Instruction Matters: Research Lessons
How to Teach Handwriting: Methods Informed by Teaching and Research
Educating Hybrid Writers
Technology
Closing Thoughts: Teaching Handwriting
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 11.1: Representative Instructional Resources for Educating Hybrid Writers
Chapter 12. Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves
Learning Objectives
What Is Fluency?
Expressiveness, Fluency, and the Comprehension Connection
How Great a Problem Is Lack of Fluency?
Fluency and Reading/Learning Disabilities
Methods and Means for Building Fluency
Closing Thoughts: The Role of Fluency in Reading
Online Companion Materials
Knowledge and Skill Assessment
References
Chapter 13. Math Learning Disabilities
Learning Objectives
No Anomaly—Rather, a Matter of Neglect
A View From What They Are Not
Math Foundations—Three Realms for Teaching and Learning
Understanding and Intervention
The Dyscalculia Knowledge Base
Closing Thoughts: Dyscalculia and Intervention
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 13.1: Technology Resources
Section IV: Advanced Reading/Literacy Skills
Chapter 14. The History and Structure of Written English
Learning Objectives
History and English Orthography
Framework for Curriculum and Instruction
The Anglo-Saxon Layer of Language
The Latin Layer of Language
The Greek Layer of Language
Closing Thoughts: Teaching the Origin and Structure of English
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 14.1: Technology Resources
Chapter 15. Working With Word Meaning: Vocabulary Instruction
Learning Objectives
Vocabulary and Reading Proficiency: A Review of Theoretical Models
The Vocabulary Connection: Word Recognition and Comprehension
Vocabulary Acquisition: Infancy to Preschool Age
Vocabulary Acquisition: School Age to Adulthood
Closing Thoughts: Working With Word Meaning
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 15.1: Technology Resources
Chapter 16. Strategies to Improve Reading Comprehension in the Multisensory Classroom
Learning Objectives
Major Shifts in Reading Comprehension Instruction
Research-Validated Targeted Areas for Instruction in Reading
A Historical Perspective on Comprehension
Close Reading
Strategies Used by Good Readers
Sources of Comprehension Difficulties
Continuum of Comprehension Development Within a Multisensory Teaching Environment
Good Reader Strategies for Comprehending Longer Texts
Online Resources for Comprehension Instruction
Closing Thoughts: Next Steps for Comprehension Instruction
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 16.1: Technology Resources
Chapter 17. Composition: Evidence-Based Instruction
Learning Objectives
Sentences
Paragraphs and Compositions
Closing Thoughts: Teaching Writing
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 17.1: Technology Resources
Chapter 18. Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons
Learning Objectives
Context
Process
Content
Closing Thoughts: Planning the Learning Environment and Lessons
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 18.1: Structured Literacy Lesson With Apps
Section V: Instructional Strategies for Specific Populations and Skill Areas
Chapter 19. Language and Literacy Development Among English Language Learners
Learning Objectives
Demographics
The Response to Intervention/Multi-Tiered Systems of Support Model
Language Components and Learning a Second Language
Instruction of Spanish Language Components
Adolescent English Language Learners
Closing Thoughts: Developing Language and Literacy in English Language Learners
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 19.1: Technology Resources
Chapter 20. Instruction for Older Students With a Word-Level Reading Disability
Learning Objectives
The Prevalence of Word-Level Deficits
The Challenges of Having a Word-Level Reading Disability
Assessment to Determine Needs
Instruction for Students With Word-Level Deficits
Other Considerations
Closing Thoughts: Teaching Older Students Who Struggle With Word Reading
Online Companion Materials
Knowledge and Skill Assessment
References
Chapter 21. Working With High-Functioning Adults With Dyslexia and Other Academic Challenges
Learning Objectives
Emotional Repercussions
Evaluation and Assessment
Educational Memories
The Most Common Needs of High-Functioning Students With Dyslexia and Other Academic Challenges
Closing Thoughts: Working With High-Functioning Adults With Dyslexia
Online Companion Materials
Knowledge and Skill Assessment
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