Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia / Edition 2 available in Paperback, eBook
Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia / Edition 2
- ISBN-10:
- 1598578944
- ISBN-13:
- 9781598578942
- Pub. Date:
- 11/01/2015
- Publisher:
- Brookes Publishing
- ISBN-10:
- 1598578944
- ISBN-13:
- 9781598578942
- Pub. Date:
- 11/01/2015
- Publisher:
- Brookes Publishing
Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia / Edition 2
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Overview
THE BOOK TEACHERS NEED TO
- strengthen instruction with current research findings from many fields—including genetics, neuroscience, linguistics, and education
- help all students (including students with specific learning disabilities) develop oral and written language skills and proficiency with math concepts and problem solving
- use differentiated instruction to organize their classrooms, routines, and lesson plans
- uncover both the why and the how of differentiated instruction, so they can adapt their teaching techniques as needed
- meet Common Core State Standards while addressing the learning needs of individual students
- apply a specific instructional framework that helps students overcome working memory inefficiencies and related problems
- create a positive learning environment that promotes intellectual engagement and social emotional development
WHAT'S NEW: A timely new chapter on using technology for accommodations and explicit instruction * Research Lessons that demystify new findings * Teaching Tips featuring educators' voices of experience * more on in-service preparation for educators on interdisciplinary school teams * guidelines on addressing current challenges in the field * coverage of specific learning disabilities related to math * recommended practices for meeting Common Core State Standards *
Product Details
| ISBN-13: | 9781598578942 |
|---|---|
| Publisher: | Brookes Publishing |
| Publication date: | 11/01/2015 |
| Edition description: | New |
| Pages: | 320 |
| Product dimensions: | 7.00(w) x 9.90(h) x 0.80(d) |
About the Author
Beverly J. Wolf, M.Ed., Director, Slingerland® Institute for Literacy, 12729 Northup Way, Suite 1, Bellevue, Washington 98005
Ms. Wolf received her M.Ed. in education at Seattle Pacific University and brings to this collaborative effort experience as a classroom teacher, principal of an elementary school for children with dyslexia, Dean of Faculty for the Slingerland® Institute for Literacy, and an educational consultant providing professional development nationally and locally on structured language teaching. She has authored articles and books about dyslexia, creative activities for the classroom, and language-related guides for teachers. Ms. Wolf is a member of the Council of Advisors of the International Dyslexia Association (IDA), a past secretary and board member of IDA, the recipient of the John and Beth Slingerland Award from the Slingerland® Institute, the Beth Slingerland Award from the Puget Branch of the Orton Dyslexia Society (WABIDA), and the Outstanding Educator Award from the Renton School District. Through her professional experiences she has had the good fortune to hold the hands of teachers whose professional expertise and experience helped shaped her own work as she in turn shared with them. Ms. Wolf is inspired by her ongoing work with the next generation of teachers. They stimulate her and motivate her to continue to develop materials that make teaching and learning exciting and fun. As she does, she reminds others that students with learning disabilities benefit from the collaboration of many professionals sharing with each other, as captured in this quotation from Hellman and Feibleman (1984, p. xx): "It goes in a circle and always has, like a child's dance of ring around the rosy. If I am any good, the person holding my hand has a chance of being even better."
Table of Contents
About the AuthorsForeword Vincent C. Alfonso
Foreword R. Malatesha Joshi
Foreword Elaine R. Silliman
Preface
Acknowledgments
- I Translation Science: Situating the Present in the Past and Future for Specific Learning Disabilities
- Historical Context for Current Issues in Specific Learning Disabilities
- Current and Future Directions in Defining and Differentiating Specific Learning Disabilities
- Linking Assessment to Instruction for Handwriting Appendix 3A Assessment of Handwriting and Related Skills
- Assessment-Instruction Links for Word Reading/Spelling and Related Language Processes Appendix 4A Assessment of Word Reading, Spelling, and Related Skills
- Assessment-Instruction Links for Listening and Reading Comprehension and Oral and Written Language Expression Appendix 5A Assessment of Listening and Reading Comprehension, Oral and Written Expression, and Related Skills
- Assessment-Instruction Links for Math Concepts, Computations, and Problem Solving Appendix 6A Assessment of Math Concepts, Computations, Problem Solving, and Related Skills
- Classroom Organizational and Social-Emotional Climate Issues
- Teaching Across the Content Areas of the Curriculum
- Systems Approach to Teaching and Learning Appendix 9A Instructional Resources for Executive Functions
- Co-occurring Specific Learning Disabilities and Twice-Exceptional Students
- Use of Technology in Teaching
- Preservice and In-Service Professional Development for All Educationally Relevant Disciplines Appendix 12A Resources and Model to Prepare Preservice General Education Teachers and Other Educational Professionals for Teaching Students with Specific Learning Disabilities
- Cross-Disciplinary Communication and Collaboration
- Free Appropriate Public Education for All Students, with and without Specific Learning Disabilities Appendix 14A Common Core Standards for Educational Policy Makers, Lawyers, Legislators, and Government Regulators: A Team Approach
II Translating Research Lessons into Teaching Tips for Developing Students K—12
Appendix 3B Instructional Resources for Handwriting and Related Skills
Appendix 3C Teacher Resources for Reaching Out to Parents
Appendix 4B Instructional Resources for Word Reading, Spelling, and Related Skills
Appendix 4C Instructional Programs Developed for Students with Specific Learning Disabilities
Appendix 4D Teacher Resources for Word Reading and Spelling
Appendix 5B Instructional Resources for Listening and Reading Comprehension, Oral and Written Expression, and Related Skills at the Vocabulary, Syntax, and Text Levels
Appendix 5C Teacher Resources
Appendix 6B Instructional Resources for Math Concepts, Computations, Problem Solving, and Related Skills
Appendix 6C Teacher Resources
III Systems Approaches to Schools, Families, and Learners with Specific Learning Disabilities
IV New Beginnings in Teaching Students with and without Specific Learning Disabilities
References
Index