Expert Perspectives On Interventions For Reading

The volume highlights best practices of literacy instruction for students who have difficulties in reading. From components of effective pedagogy to instruction for specific populations, this text offers an array of expert perspectives on how to engage, scaffold, and prepare students to meet the multimodal demands of schools today.

The science of reading meets the art of teaching readers Do you have the knowledge and instructional ability to effectively teach foundational skills and to support students who show signs of reading difficulties? It is a tall order — and one that challenges many new and veteran teachers. How to Prevent Reading Difficulties, Grades PreK-3 builds on decades of evidence and years of experience to help teachers understand how the brain learns to read and how to apply that understanding to Tier 1 instruction. The book includes: step-by-step descriptions of techniques for effectively teaching phonological awareness, spelling, phonics, vocabulary, and comprehension specific Tier 1 activities, routines, and frameworks that build and strengthen word recognition and language comprehension links to video demonstrations and online resources clear, practical explanations of the science of reading, including the Eternal Triangle and the Simple View of Reading, to help teachers understand the fundamentals of the reading process, recognize how difficulties arise – and understand how to address them A book study guide is available on the Free Resources tab to provides group guidance on how to effectively teach foundational skills and to support students who show signs of reading difficulties. Author Mark Weakland brings new energy to teaching high-priority foundational skills. By blending the science of reading with the best instructional practices that lead to authentic reading—the ultimate goal of balanced literacy—teachers can prevent many reading difficulties in K-3 learners.

The Clinician's Guide to Learning Disabilities provides a succinct description of the various types of learning disorders that affect educational achievement, illustrated with numerous case studies and supplemented with clear descriptions of educational assessment best practices and score reporting. Interpretation of psychoeducational reports is clarified for clinicians who seek guidance on how to make sense of many types of test scores. Current diagnostic practices for DSM-5 and IDEA are compared and contrasted. An entire chapter on the legal background of learning disabilities provides guidance on supports for students with learning disabilities in all settings. Chapters on preschool assessment and the transition to post-high school college and career expand the scope of the book beyond the school years. No other book describes learning disorders and the psychoeducational evaluation process for mental health clinicians who work with these children and adolescents. A chapter on referral and collaboration will inform clinicians who seek deeper educational knowledge about their clients to better guide students and their families.

Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches.

This indispensable book critically sets out the skills and knowledge required by a specialist educator for students who present with dyslexia. The British Dyslexia Association Professional Criteria (BDA, 2012) provides an anchor throughout for this book’s content. Chapters are explicitly mapped to specific professional criteria, offering the reader confidence that guidance in Key Perspectives on Dyslexia is underpinned by this internationally recognised professional framework. Key issues in the education and care of those affected by dyslexia are critically explained and explored in this publication, using both author’s years of specialist experience in this field. As established scholars both authors also suggest how research can inform and enrich how an educator responds to these issues. The content of this book includes: Detailed case studies disclosing how dyslexia presents in different individuals and which richly illuminate the issues considered by each chapter A concise examination of reading instruction in the context of typically-developing students and in relation to those who present with dyslexia: this incorporates an expert but accessible review of international policy and educational practice, including influential findings from research Detailed guidance on how to identify possible dyslexia and key issues to consider in referral and assessment of those affected, including associated models here such as Response to Intervention (RTI) Consideration of intelligence and in how this figures in relation to assessment for dyslexia, including the possible role of intellectual disability (ID). Comprehensive evaluation of the role of behaviour in relation to dyslexia, with guidance on how this can be used to inform a programme of support for students with social, emotional or behavioural difficulties (EBD/SEBD). Consideration of how the professional role of a specialist educator might travel across the English speaking world and also beyond in China or India. Key Perspectives on Dyslexia is an essential text for educators and will become a landmark guide for educational practice and policy.

This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.

Effective early reading intervention depends on research and practice that leads to positive changes in classroom practice and better student reading outcomes. This important volume promotes the valuable "research to practice to research" loop, bringing top experts and practitioners together to examine what we know, and what we need to know, about effective reading and writing intervention. More than 35 researchers and practitioners explore the latest on topics relevant to effective reading and writing education, from neurobiology and genetics to specific strategies for translating research into intervention, and learniing from the results of these interventions to inform new research. The concluding chapters map out key priorities for future research and innovation. An essential text for teachers, reading specialists, reading researchers, administrators, and students in graduate courses, this volume marks a significant step toward resolving the literacy challenges of young learners. It will also help move the field toward a firmly established "research to practice to research" collaboration among researchers and practitioners. Key topics covered include: neurobiological bases of word recognition and comprehension; how behavioural genetics can inform education; translating and applying research to the classroom; designing and interpreting the results of RCTs; the impact of eye movement research on our understanding of skilled reading; reading development and difficulties among English Language Learners; the writing challenges of children with dyslexia and LLDs; and more.