| About the Online Companion Materials |
|
xix | |
| Online Companion Materials |
|
xxi | |
| About the Editors |
|
xxv | |
| About the Contributors |
|
xxvii | |
| Foreword |
|
xxxv | |
|
|
| Preface |
|
xxxix | |
| Acknowledgments |
|
xlvii | |
| Section I: Introduction to Multisensory Teaching |
|
|
Chapter 1 Connecting Research and Practice |
|
|
2 | (33) |
|
|
|
|
|
2 | (2) |
|
|
|
4 | (1) |
|
Definition and Importance of Scientifically Based Research |
|
|
4 | (3) |
|
The National Reading Panel |
|
|
6 | (1) |
|
College-and Career-Readiness Standards |
|
|
7 | (1) |
|
Research on the Components of Reading |
|
|
7 | (8) |
|
|
|
8 | (1) |
|
|
|
9 | (1) |
|
|
|
10 | (1) |
|
|
|
10 | (1) |
|
|
|
11 | (4) |
|
Understanding Dyslexia Through Reading Research |
|
|
15 | (6) |
|
Teachers Can Deliver Evidence-Based Reading Instruction to All Students |
|
|
21 | (6) |
|
Effective Instruction Improves Reading and Changes the Brain |
|
|
21 | (1) |
|
Content and Delivery of Reading Instruction Is Critical |
|
|
22 | (3) |
|
Personalized Instruction Is Important |
|
|
25 | (1) |
|
Intensity of Instruction Matters |
|
|
25 | (2) |
|
Closing Thoughts: The Impact of Research on Practice |
|
|
27 | (2) |
|
Online Companion Materials |
|
|
29 | (1) |
|
Knowledge and Skill Assessment |
|
|
30 | (1) |
|
|
|
30 | (5) |
|
Chapter 2 Structured Literacy Instruction |
|
|
35 | (47) |
|
|
|
|
|
|
|
35 | (1) |
|
|
|
36 | (1) |
|
|
|
37 | (9) |
|
Structured Literacy: Content of Instruction |
|
|
37 | (5) |
|
Structured Literacy: Principles of Instruction |
|
|
42 | (4) |
|
Multisensory Instructional Strategies |
|
|
46 | (3) |
|
What Are Multisensory Instructional Strategies? |
|
|
46 | (2) |
|
History of the Use of Multisensory Instructional Strategies |
|
|
48 | (1) |
|
|
|
49 | (7) |
|
Efficacy of Structured Literacy Instruction |
|
|
53 | (2) |
|
Evidence From Neuroscience |
|
|
55 | (1) |
|
Efficacy of Simultaneous Multisensory Instructional Strategies |
|
|
56 | (12) |
|
Efficacy of Multisensory Strategies: Studies of Cognition |
|
|
57 | (2) |
|
Neuroscience Offers Insights Into Reading and Multisensory Processing |
|
|
59 | (9) |
|
Implications for Future Research and Practice: A Two-Way Street |
|
|
68 | (2) |
|
Closing Thoughts: Multisensory Structured Literacy |
|
|
70 | (1) |
|
Online Companion Materials |
|
|
70 | (1) |
|
Knowledge and Skill Assessment |
|
|
70 | (2) |
|
|
|
72 | (10) |
| Section II: Pre-reading/Literacy Skills |
|
|
Chapter 3 Oral Language Development and Its Relationship to Literacy |
|
|
82 | (58) |
|
|
|
|
|
82 | (2) |
|
Language: A Dynamic, Rule-Governed Process |
|
|
84 | (1) |
|
Oral-Written Language Connection |
|
|
85 | (2) |
|
Oral-Written Language Differences |
|
|
87 | (2) |
|
|
|
89 | (29) |
|
|
|
89 | (16) |
|
|
|
105 | (5) |
|
Language Use, or Pragmatics |
|
|
110 | (8) |
|
Executive Function, Working Memory, Language, and Literacy |
|
|
118 | (3) |
|
Dynamic Nature of Classroom Language |
|
|
121 | (6) |
|
Closing Thoughts: Oral Language and Literacy |
|
|
127 | (1) |
|
Online Companion Materials |
|
|
127 | (1) |
|
Knowledge and Skill Assessment |
|
|
127 | (1) |
|
|
|
128 | (12) |
|
Chapter 4 Pre-Kindergarten Literacy |
|
|
140 | (31) |
|
|
|
|
|
|
|
|
|
140 | (1) |
|
|
|
141 | (1) |
|
Why Emergent Literacy Matters |
|
|
141 | (1) |
|
Emergent Literacy and the Home Environment |
|
|
141 | (1) |
|
Emergent Literacy and the Early Childhood Educator |
|
|
142 | (1) |
|
The Importance of the Classroom Environment |
|
|
142 | (3) |
|
|
|
143 | (1) |
|
Learning Centers: The Foundation of Preschool Classrooms |
|
|
143 | (2) |
|
Evidence-Based Multisensory Activities That Develop Foundational Literacy Skills |
|
|
145 | (12) |
|
|
|
145 | (4) |
|
|
|
149 | (3) |
|
|
|
152 | (2) |
|
Letters, Sounds, and the Alphabetic Principle |
|
|
154 | (1) |
|
|
|
155 | (2) |
|
A Project-Based Approach to Developing Emergent Literacy |
|
|
157 | (3) |
|
|
|
157 | (3) |
|
Assessment of Learning in Preschool: Formal and Informal Systems |
|
|
160 | (3) |
|
|
|
161 | (1) |
|
Informal Assessment Processes |
|
|
162 | (1) |
|
Closing Thoughts: Emergent Literacy in the Pre-Kindergarten Years |
|
|
163 | (1) |
|
Online Companion Materials |
|
|
163 | (1) |
|
Knowledge and Skill Assessment |
|
|
164 | (1) |
|
|
|
164 | (3) |
|
Appendix 4.1: Technology Resources |
|
|
167 | (4) |
|
|
|
Chapter 5 Alphabet Knowledge: Letter Recognition, Letter Naming, and Letter Sequencing |
|
|
171 | (34) |
|
|
|
|
|
|
|
171 | (1) |
|
Role of Letter Recognition in the Reading Process |
|
|
172 | (7) |
|
Letters-The Building Blocks of Literacy |
|
|
172 | (1) |
|
Letter Names-The Stable Property |
|
|
172 | (1) |
|
Letter Names-Catalysts for Learning Letter Sounds |
|
|
173 | (1) |
|
From Individual Letters to Letter Sequences |
|
|
174 | (1) |
|
Letter-Name Knowledge Predicts Reading Achievement |
|
|
175 | (1) |
|
Letter Recognition and Naming-The Need for Automaticity |
|
|
176 | (1) |
|
Letter Recognition and Naming-The Need for Differentiated Instruction |
|
|
177 | (1) |
|
Letter Recognition and Naming-Reversals |
|
|
178 | (1) |
|
Considerations for Instruction |
|
|
179 | (1) |
|
Principles of Effective Instruction |
|
|
180 | (1) |
|
Activities for Teaching Letter Recognition |
|
|
181 | (16) |
|
Materials for Instruction |
|
|
181 | (3) |
|
Activities for Developing Letter Identification, Naming, and Sequencing Skills |
|
|
184 | (7) |
|
Games to Reinforce Letter Identification, Naming, and Sequencing Skills |
|
|
191 | (2) |
|
Activities for Developing Alphabetizing Skills |
|
|
193 | (4) |
|
Closing Thoughts: Building Alphabet Knowledge |
|
|
197 | (1) |
|
Online Companion Materials |
|
|
198 | (1) |
|
Knowledge and Skill Assessment |
|
|
199 | (1) |
|
|
|
200 | (4) |
|
Appendix 5.1: Technology Resources |
|
|
204 | (1) |
|
|
|
Chapter 6 Teaching Phonemic Awareness |
|
|
205 | (53) |
|
|
|
|
|
205 | (1) |
|
Phonemic Awareness Within Phonological Processing Abilities |
|
|
206 | (4) |
|
|
|
207 | (2) |
|
Phonological Representation |
|
|
209 | (1) |
|
Phonemic Awareness Foundations for Decoding, Spelling, Vocabulary, and Fluency |
|
|
210 | (2) |
|
|
|
210 | (1) |
|
|
|
211 | (1) |
|
|
|
211 | (1) |
|
|
|
211 | (1) |
|
Causal Connections of Phonemic Awareness |
|
|
212 | (1) |
|
|
|
212 | (1) |
|
Phonological and Phonemic Awareness Components and Developmental Sequences |
|
|
212 | (4) |
|
Phonological Awareness Components on the Linguistic Hierarchy |
|
|
213 | (3) |
|
Development Along the Hierarchy |
|
|
216 | (1) |
|
Development of Simple to Complex Phonological and Phonemic Awareness |
|
|
216 | (4) |
|
Rhyme Awareness Development |
|
|
218 | (1) |
|
Syllable to Phoneme Awareness With Blending and Segmenting |
|
|
219 | (1) |
|
Complex Phonemic Awareness Skills |
|
|
220 | (1) |
|
Phonemic Awareness Skill Expectations According to State Standards |
|
|
220 | (3) |
|
|
|
221 | (1) |
|
|
|
221 | (1) |
|
Phonemic Awareness as a Predictive Indicator of Literacy Development |
|
|
221 | (2) |
|
|
|
223 | (6) |
|
Vowel Phonemes of Standard American English |
|
|
224 | (1) |
|
Consonant Phonemes of Standard American English |
|
|
225 | (3) |
|
Phonemes in Written Language |
|
|
228 | (1) |
|
Assessing Phonemic Awareness |
|
|
229 | (4) |
|
Screening and Progress Monitoring Procedures |
|
|
229 | (2) |
|
|
|
231 | (1) |
|
Screening and Progress Monitoring Tools |
|
|
231 | (1) |
|
Diagnostic Procedures and Available Tools |
|
|
232 | (1) |
|
Instruction in Phonemic Awareness for Prevention and Intervention |
|
|
233 | (13) |
|
Tier 1 to Tier 2 Instruction and on to Tier 3 Intervention |
|
|
234 | (4) |
|
|
|
238 | (2) |
|
Segmenting and Blending Instruction |
|
|
240 | (2) |
|
Higher Level Manipulation Tasks |
|
|
242 | (2) |
|
Programs for Teaching Phonemic Awareness |
|
|
244 | (2) |
|
Closing Thoughts: Phonemic Awareness and Literacy |
|
|
246 | (1) |
|
Online Companion Materials |
|
|
246 | (1) |
|
Knowledge and Skill Assessment |
|
|
246 | (2) |
|
|
|
248 | (6) |
|
Appendix 6.1: Technology Resources |
|
|
254 | (4) |
|
|
| Section III: Beginning Reading/Literacy Skills |
|
|
Chapter 7 Assessment of Reading Skills: A Review of Select Key Ideas and Best Practices |
|
|
258 | (36) |
|
|
|
|
|
|
|
258 | (1) |
|
Basic Measurement Concepts and Statistics for Standardized Assessment |
|
|
259 | (2) |
|
|
|
259 | (1) |
|
|
|
260 | (1) |
|
|
|
261 | (1) |
|
Overview: Types of Assessment |
|
|
261 | (1) |
|
Interpreting Results: Some Common Pitfalls to Avoid |
|
|
262 | (2) |
|
Standardized Assessment Within the Response to Intervention Model |
|
|
264 | (3) |
|
Inconsistent Results in the Real World |
|
|
264 | (1) |
|
Serial Assessment and Score Changes Over Time |
|
|
265 | (1) |
|
Measuring a Response to an Intervention |
|
|
265 | (2) |
|
|
|
267 | (1) |
|
Importance of Early Screening and Intervention |
|
|
267 | (5) |
|
Using Screeners in School Settings |
|
|
267 | (1) |
|
|
|
267 | (1) |
|
Consequences of Delaying Intervention |
|
|
268 | (1) |
|
Focus of Early Identification in Kindergarten Through Grade 3 |
|
|
269 | (1) |
|
Screening Through the Grades: Grades 4-12 |
|
|
270 | (1) |
|
Underlying Deficits Associated With Reading Difficulties |
|
|
271 | (1) |
|
Technology-Enhanced Screening and Progress Monitoring Systems |
|
|
272 | (1) |
|
Role of Comprehensive Assessments |
|
|
272 | (5) |
|
Skills Commonly Measured on Standardized Assessments |
|
|
277 | (3) |
|
|
|
277 | (1) |
|
Rapid Automatized Naming and Rapid Alternating Stimulus |
|
|
278 | (1) |
|
|
|
278 | (1) |
|
|
|
278 | (1) |
|
|
|
279 | (1) |
|
Role of Nonstandardized Assessments in Reading Instruction |
|
|
280 | (1) |
|
Formative and Summative Assessment |
|
|
280 | (1) |
|
Curriculum-Based Measures |
|
|
281 | (1) |
|
|
|
281 | (1) |
|
Formative Assessment in Multisensory Language Programs |
|
|
282 | (2) |
|
Building on Multisensory Language Instruction Benchmarks |
|
|
282 | (1) |
|
Informal Reading Inventories |
|
|
283 | (1) |
|
Closing Thoughts: Best Practices for Assessment and Recommendations for Further Research |
|
|
284 | (1) |
|
Online Companion Materials |
|
|
284 | (1) |
|
Knowledge and Skill Assessment |
|
|
285 | (1) |
|
|
|
286 | (6) |
|
Appendix 7.1: Online Resources for Assessment |
|
|
292 | (2) |
|
Chapter 8 The Role of Executive Function in Literacy Instruction |
|
|
294 | (44) |
|
|
|
|
|
294 | (1) |
|
Executive Function, Defined and Described |
|
|
295 | (5) |
|
Executive Function and Academic Learning |
|
|
297 | (1) |
|
Role of Language in Executive Function |
|
|
298 | (2) |
|
The Two Domains of Executive Self-Regulation: Metacognitive and Social Emotional |
|
|
300 | (2) |
|
|
|
300 | (1) |
|
|
|
300 | (1) |
|
How Language Mediates the Two Domains of Executive Function |
|
|
301 | (1) |
|
Characteristics of Students Who Require Assessment of Executive Function and Language Performance |
|
|
302 | (9) |
|
Students With Deficits in Attention |
|
|
302 | (1) |
|
Students With Specific Learning Disabilities |
|
|
303 | (1) |
|
Students With Language Disorders |
|
|
304 | (7) |
|
Assessing Executive Function in the Context of Assessing Other Abilities |
|
|
311 | (8) |
|
Psychometric Testing of Executive Function |
|
|
312 | (1) |
|
Assessing Executive Function in the Context of Language, Literacy, and Academic Testing |
|
|
313 | (6) |
|
Improvement of Executive Function in the Context of Learning Language, Literacy, and/or Academics |
|
|
319 | (8) |
|
Language in Use During the Performance of Executive Function |
|
|
319 | (2) |
|
Facilitating Students' Self-Regulated, Language- Based Learning Behaviors |
|
|
321 | (4) |
|
Executive Function Toolbox |
|
|
325 | (2) |
|
Closing Thoughts: Executive Function in Literacy Instruction |
|
|
327 | (1) |
|
Online Companion Materials |
|
|
328 | (1) |
|
Knowledge and Skill Assessment |
|
|
328 | (1) |
|
|
|
329 | (7) |
|
Appendix 8.1: Technology Resources |
|
|
336 | (2) |
|
|
|
Chapter 9 Teaching Reading: Accurate Decoding |
|
|
338 | (51) |
|
|
|
|
|
338 | (1) |
|
The Knowledge Base: The Role of Decoding |
|
|
339 | (6) |
|
|
|
339 | (3) |
|
Teaching Decoding Through Structured Literacy Instruction |
|
|
342 | (2) |
|
Difficulty With Decoding for Readers With Dyslexia |
|
|
344 | (1) |
|
Practice: Teaching Sound-Symbol Correspondences |
|
|
345 | (10) |
|
Building a Solid Foundation for Sound-Symbol Correspondences |
|
|
346 | (3) |
|
Teaching Orthographic Patterns |
|
|
349 | (1) |
|
|
|
349 | (4) |
|
|
|
353 | (1) |
|
Strategies for Improving Accuracy |
|
|
354 | (1) |
|
Practice: Teaching Monosyllabic and Multisyllabic Words |
|
|
355 | (18) |
|
|
|
356 | (1) |
|
Teaching the Six Types of Syllables |
|
|
357 | (6) |
|
|
|
363 | (1) |
|
Teaching Syllable Division |
|
|
364 | (4) |
|
Providing Reading Practice |
|
|
368 | (2) |
|
|
|
370 | (1) |
|
Teaching Advanced Morphemes |
|
|
371 | (2) |
|
Practice: Teaching Irregular Words |
|
|
373 | (2) |
|
Procedure for Teaching Irregular Words |
|
|
373 | (1) |
|
Review of Irregular Words |
|
|
374 | (1) |
|
|
|
375 | (1) |
|
|
|
375 | (1) |
|
Practice: Teaching Fluency |
|
|
375 | (2) |
|
|
|
376 | (1) |
|
|
|
376 | (1) |
|
|
|
377 | (1) |
|
The Knowledge Base: The Spelling Connection to Reading |
|
|
377 | (1) |
|
Closing Thoughts: Teaching Decoding |
|
|
378 | (1) |
|
Online Companion Materials |
|
|
378 | (1) |
|
Knowledge and Skill Assessment |
|
|
379 | (1) |
|
|
|
379 | (5) |
|
Appendix 9.1: Technology Resources |
|
|
384 | (5) |
|
|
|
Chapter 10 Teaching Spelling |
|
|
389 | (46) |
|
|
|
|
|
389 | (1) |
|
The Distinctiveness of Spelling |
|
|
390 | (1) |
|
|
|
391 | (2) |
|
|
|
393 | (2) |
|
Knowledge Needed for Spelling Proficiency |
|
|
395 | (7) |
|
|
|
395 | (3) |
|
|
|
398 | (3) |
|
|
|
401 | (1) |
|
|
|
401 | (1) |
|
How Spelling Errors Inform Instruction |
|
|
402 | (13) |
|
|
|
404 | (1) |
|
|
|
405 | (1) |
|
|
|
406 | (8) |
|
|
|
414 | (1) |
|
|
|
414 | (1) |
|
|
|
415 | (10) |
|
Small Group Spelling Instruction |
|
|
415 | (1) |
|
Whole Group Spelling Instruction |
|
|
415 | (2) |
|
Spelling Instruction for Students With Dyslexia |
|
|
417 | (3) |
|
Strategies and Techniques for Spelling Instruction |
|
|
420 | (5) |
|
|
|
425 | (1) |
|
Closing Thoughts: Teaching Spelling |
|
|
425 | (1) |
|
Online Companion Materials |
|
|
426 | (1) |
|
Knowledge and Skill Assessment |
|
|
426 | (1) |
|
|
|
427 | (4) |
|
Appendix 10.1: Technology Resources |
|
|
431 | (4) |
|
|
|
Chapter 11 Multi-Modal Handwriting Instruction for Pencil and Technology Tools |
|
|
435 | (32) |
|
|
|
|
|
|
|
435 | (1) |
|
A Brief History of Handwriting Instruction |
|
|
436 | (1) |
|
Why Handwriting Instruction Matters: Research Lessons |
|
|
437 | (2) |
|
How to Teach Handwriting: Methods Informed by Teaching and Research |
|
|
439 | (17) |
|
Developmental Stages of Learning Handwriting |
|
|
440 | (1) |
|
Providing Instruction Informed by Writing Development |
|
|
441 | (1) |
|
Multi-Modal, Structured Language Approach to Handwriting |
|
|
442 | (1) |
|
Instructional Guidelines for Multi-Modal Handwriting Instruction |
|
|
442 | (2) |
|
Teaching Letter Formation |
|
|
444 | (6) |
|
Instruction Not Related to Letter Format Formation for Optimizing Handwriting |
|
|
450 | (4) |
|
Handwriting Instruction for Students With Specific Learning Disabilities |
|
|
454 | (2) |
|
|
|
456 | (1) |
|
|
|
457 | (2) |
|
Voice Recognition Software |
|
|
458 | (1) |
|
|
|
458 | (1) |
|
Tablet PC and iPAD Apple Software |
|
|
458 | (1) |
|
Closing Thoughts: Teaching Handwriting |
|
|
459 | (1) |
|
Online Companion Materials |
|
|
459 | (1) |
|
Knowledge and Skill Assessment |
|
|
459 | (1) |
|
|
|
460 | (5) |
|
Appendix 11.1: Representative Instructional Resources for Educating Hybrid Writers |
|
|
465 | (2) |
|
Chapter 12 Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves |
|
|
467 | (34) |
|
|
|
|
|
467 | (1) |
|
|
|
467 | (10) |
|
Fluency As an Aspect of the Reading Growth Continuum |
|
|
468 | (1) |
|
Reading and Reading Disability: Building a Reading Brain |
|
|
469 | (3) |
|
From Early Notions of Reading Fluency to Current Constructs |
|
|
472 | (5) |
|
Expressiveness, Fluency, and the Comprehension Connection |
|
|
477 | (2) |
|
Reading as Listening-A Possible Key |
|
|
478 | (1) |
|
From Listening to Listening |
|
|
479 | (1) |
|
How Great a Problem Is Lack of Fluency? |
|
|
479 | (2) |
|
National Assessment of Educational Progress |
|
|
480 | (1) |
|
|
|
481 | (1) |
|
International Dyslexia Association's Knowledge and Practice Standards |
|
|
481 | (1) |
|
Fluency and Reading/Learning Disabilities |
|
|
481 | (7) |
|
|
|
482 | (1) |
|
|
|
482 | (1) |
|
|
|
482 | (1) |
|
Sufficient Practice-More Than You Might Think! |
|
|
483 | (1) |
|
The Developmental Viewpoint |
|
|
484 | (4) |
|
Methods and Means for Building Fluency |
|
|
488 | (8) |
|
|
|
488 | (2) |
|
Phrase Work Leads to Fluency |
|
|
490 | (1) |
|
Re-reading Continuous Text |
|
|
490 | (4) |
|
The Art and Science of Fluency Practice |
|
|
494 | (2) |
|
Closing Thoughts: The Role of Fluency in Reading |
|
|
496 | (1) |
|
Online Companion Materials |
|
|
497 | (1) |
|
Knowledge and Skill Assessment |
|
|
497 | (1) |
|
|
|
498 | (3) |
|
Chapter 13 Math Learning Disabilities |
|
|
501 | (39) |
|
|
|
|
|
|
|
501 | (2) |
|
No Anomaly-Rather, a Matter of Neglect |
|
|
503 | (1) |
|
A View From What They Are Not |
|
|
504 | (4) |
|
|
|
504 | (1) |
|
Dyscalculia Is Not a Recent Phenomenon |
|
|
505 | (1) |
|
Dyscalculia Is Not Simple |
|
|
505 | (1) |
|
Dyscalculia Is Not Inconsequential |
|
|
506 | (1) |
|
Neglecting Dyscalculia Is Not Okay |
|
|
506 | (2) |
|
Math Foundations-Three Realms for Teaching and Learning |
|
|
508 | (4) |
|
The Realm of Spatial and Numeric Conceptual Underpinnings |
|
|
508 | (1) |
|
The Count System Realm (The Number System, Base-10) |
|
|
509 | (2) |
|
The Realm of Language Processing |
|
|
511 | (1) |
|
Understanding and Intervention |
|
|
512 | (1) |
|
Principle 1: Fortify Foundations |
|
|
512 | (1) |
|
Principle 2: Weave in Concept/Language Connections |
|
|
512 | (1) |
|
Principle 3: Remember: Emotions Rule! |
|
|
513 | (1) |
|
The Dyscalculia Knowledge Base |
|
|
513 | (14) |
|
Neuropsychology, Neurobiology, and the Cognitive Sciences |
|
|
513 | (1) |
|
Pioneers in Specially Designed Math Instruction |
|
|
514 | (4) |
|
Current Trailblazers in Specially Designed Math Instruction |
|
|
518 | (1) |
|
Notes on Using Foundation Math Interventions |
|
|
519 | (1) |
|
Avoid Assuming-Look to See-Conceptualize |
|
|
520 | (2) |
|
Assessing in Three Realms-Quantity, Counting, and Language |
|
|
522 | (1) |
|
|
|
523 | (1) |
|
What About Number Facts in Basic Operations? |
|
|
523 | (4) |
|
Closing Thoughts: Dyscalculia and Intervention |
|
|
527 | (1) |
|
Online Companion Materials |
|
|
528 | (2) |
|
Knowledge and Skill Assessment |
|
|
530 | (1) |
|
|
|
531 | (3) |
|
Appendix 13.1: Technology Resources |
|
|
534 | (6) |
|
|
|
|
| Section IV Advanced Reading/Literacy Skills |
|
|
Chapter 14 The History and Structure of Written English |
|
|
540 | (18) |
|
|
|
|
|
540 | (2) |
|
History and English Orthography |
|
|
542 | (2) |
|
Framework for Curriculum and Instruction |
|
|
544 | (2) |
|
|
|
544 | (1) |
|
|
|
544 | (1) |
|
|
|
545 | (1) |
|
|
|
546 | (1) |
|
The Anglo-Saxon Layer of Language |
|
|
546 | (3) |
|
Letter-Sound Correspondences |
|
|
546 | (2) |
|
|
|
548 | (1) |
|
|
|
548 | (1) |
|
The Latin Layer of Language |
|
|
549 | (1) |
|
Letter-Sound Correspondences |
|
|
549 | (1) |
|
|
|
549 | (1) |
|
|
|
549 | (1) |
|
The Greek Layer of Language |
|
|
550 | (2) |
|
Letter-Sound Correspondences |
|
|
551 | (1) |
|
|
|
551 | (1) |
|
|
|
551 | (1) |
|
Closing Thoughts: Teaching the Origin and Structure of English |
|
|
552 | (1) |
|
Online Companion Materials |
|
|
552 | (1) |
|
Knowledge and Skill Assessment |
|
|
552 | (1) |
|
|
|
553 | (3) |
|
Appendix 14.1: Technology Resources |
|
|
556 | (2) |
|
|
|
Chapter 15 Working With Word Meaning: Vocabulary Instruction |
|
|
558 | (42) |
|
|
|
|
|
558 | (1) |
|
Vocabulary and Reading Proficiency: A Review of Theoretical Models |
|
|
559 | (3) |
|
Four-Part Processing Model for Word Recognition |
|
|
560 | (1) |
|
Reading Rope Model of Reading Development |
|
|
560 | (2) |
|
The Vocabulary Connection: Word Recognition and Comprehension |
|
|
562 | (1) |
|
The Word Recognition Connection |
|
|
562 | (1) |
|
The Comprehension Connection |
|
|
562 | (1) |
|
Vocabulary Acquisition: Infancy to Preschool Age |
|
|
563 | (2) |
|
Early Informed Oral Language Environments |
|
|
563 | (1) |
|
Productive and Purposeful Oral Language Interactions |
|
|
564 | (1) |
|
Purposeful and Productive Book Reading |
|
|
564 | (1) |
|
Vocabulary Acquisition: School Age to Adulthood |
|
|
565 | (24) |
|
Levels of Understanding of Word Meaning |
|
|
566 | (1) |
|
Dimensions of Word Learning |
|
|
567 | (1) |
|
|
|
568 | (1) |
|
|
|
568 | (1) |
|
Comprehensive Instructional Approaches |
|
|
569 | (19) |
|
|
|
588 | (1) |
|
Closing Thoughts: Working With Word Meaning |
|
|
589 | (1) |
|
Online Companion Materials |
|
|
590 | (1) |
|
Knowledge and Skill Assessment |
|
|
590 | (1) |
|
|
|
591 | (5) |
|
Appendix 15.1: Technology Resources |
|
|
596 | (4) |
|
|
|
Chapter 16 Strategies to Improve Reading Comprehension in the Multisensory Classroom |
|
|
600 | (46) |
|
|
|
|
|
600 | (1) |
|
Major Shifts in Reading Comprehension Instruction |
|
|
601 | (2) |
|
Research-Validated Targeted Areas for Instruction in Reading |
|
|
603 | (1) |
|
A Historical Perspective on Comprehension |
|
|
604 | (1) |
|
|
|
605 | (1) |
|
Strategies Used by Good Readers |
|
|
605 | (2) |
|
Sources of Comprehension Difficulties |
|
|
607 | (2) |
|
Dyslexia and Comprehension Difficulties |
|
|
607 | (1) |
|
Balancing Fluency and Comprehension |
|
|
608 | (1) |
|
The Role of Background Knowledge in Reading Comprehension |
|
|
608 | (1) |
|
Continuum of Comprehension Development Within a Multisensory Teaching Environment |
|
|
609 | (3) |
|
Beginning Comprehension Instruction |
|
|
610 | (1) |
|
Developing Listening Comprehension Skills |
|
|
610 | (1) |
|
Developing Reading Comprehension at the Sentence Level |
|
|
611 | (1) |
|
Good Reader Strategies for Comprehending Longer Texts |
|
|
612 | (23) |
|
Research-Validated Strategies for Comprehension Instruction |
|
|
613 | (20) |
|
Comprehension Challenges for Twenty-First-Century Students: New Literacies |
|
|
633 | (2) |
|
Online Resources for Comprehension Instruction |
|
|
635 | (1) |
|
Closing Thoughts: Next Steps for Comprehension Instruction |
|
|
635 | (1) |
|
Online Companion Materials |
|
|
636 | (1) |
|
Knowledge and Skill Assessment |
|
|
637 | (1) |
|
|
|
638 | (6) |
|
Appendix 16.1: Technology Resources |
|
|
644 | (2) |
|
|
|
Chapter 17 Composition: Evidence-Based Instruction |
|
|
646 | (33) |
|
|
|
|
|
|
|
646 | (2) |
|
|
|
648 | (12) |
|
|
|
649 | (1) |
|
|
|
650 | (1) |
|
Sentence Types: Statements, Questions, Exclamations, and Commands |
|
|
651 | (1) |
|
|
|
652 | (3) |
|
|
|
655 | (1) |
|
|
|
656 | (1) |
|
|
|
657 | (1) |
|
|
|
658 | (2) |
|
|
|
660 | (1) |
|
Paragraphs and Compositions |
|
|
660 | (13) |
|
|
|
661 | (2) |
|
|
|
663 | (10) |
|
Closing Thoughts: Teaching Writing |
|
|
673 | (1) |
|
Online Companion Materials |
|
|
673 | (1) |
|
Knowledge and Skill Assessment |
|
|
673 | (1) |
|
|
|
674 | (2) |
|
Appendix 17.1: Technology Resources |
|
|
676 | (3) |
|
|
|
Chapter 18 Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons |
|
|
679 | (41) |
|
|
|
|
|
|
|
|
|
679 | (2) |
|
|
|
681 | (7) |
|
|
|
681 | (1) |
|
Designing Instructional Space |
|
|
681 | (3) |
|
|
|
684 | (4) |
|
|
|
688 | (10) |
|
The Orton-Gillingham Approach (OGA): History and Evolution |
|
|
689 | (1) |
|
Research That Supports Systematic Instruction |
|
|
690 | (3) |
|
Benefits of Planning Multisensory Structured Literacy Lessons |
|
|
693 | (4) |
|
Role of the Professional Learning Community |
|
|
697 | (1) |
|
|
|
698 | (13) |
|
Multisensory Structured Literacy Lesson Plan |
|
|
698 | (1) |
|
Common Features and Language Concepts for Classroom Reading Teachers and Literacy Specialists |
|
|
699 | (1) |
|
Research-Based Principles of Learning and Instruction |
|
|
699 | (1) |
|
|
|
700 | (5) |
|
Lesson Plans Across the Tiers |
|
|
705 | (6) |
|
Closing Thoughts: Planning the Learning Environment and Lessons |
|
|
711 | (1) |
|
Online Companion Materials |
|
|
712 | (1) |
|
Knowledge and Skill Assessment |
|
|
712 | (1) |
|
|
|
713 | (3) |
|
Appendix 18.1: Structured Literacy Lesson With Apps |
|
|
716 | (4) |
|
|
| Section V: Instructional Strategies for Specific Populations and Skill Areas |
|
|
Chapter 19 Language and Literacy Development Among English Language Learners |
|
|
720 | (37) |
|
|
|
|
|
720 | (1) |
|
|
|
721 | (1) |
|
The Response to Intervention/Multi-Tiered Systems of Support Model |
|
|
722 | (1) |
|
Language Components and Learning a Second Language |
|
|
723 | (9) |
|
Language and Literacy Connections |
|
|
724 | (1) |
|
Spanish Phonology and Orthography |
|
|
725 | (5) |
|
|
|
730 | (1) |
|
|
|
730 | (1) |
|
Common Ties Between Spanish and English |
|
|
731 | (1) |
|
Instruction of Spanish Language Components |
|
|
732 | (17) |
|
|
|
733 | (4) |
|
|
|
737 | (1) |
|
Letter-Sound Correspondences |
|
|
737 | (2) |
|
|
|
739 | (2) |
|
|
|
741 | (2) |
|
Comprehension for English Language Learners |
|
|
743 | (3) |
|
Writing Among English Language Learners |
|
|
746 | (3) |
|
Adolescent English Language Learners |
|
|
749 | (1) |
|
Closing Thoughts: Developing Language and Literacy in English Language Learners |
|
|
750 | (1) |
|
Online Companion Materials |
|
|
751 | (1) |
|
Knowledge and Skill Assessment |
|
|
751 | (1) |
|
|
|
752 | (3) |
|
Appendix 19.1: Technology Resources |
|
|
755 | (2) |
|
|
|
Chapter 20 Instruction for Older Students With a Word-Level Reading Disability |
|
|
757 | (37) |
|
|
|
|
|
757 | (1) |
|
The Prevalence of Word-Level Deficits |
|
|
758 | (1) |
|
The Challenges of Having a Word-Level Reading Disability |
|
|
758 | (2) |
|
|
|
759 | (1) |
|
Interventions: It Is Not Too Late |
|
|
759 | (1) |
|
Assessment to Determine Needs |
|
|
760 | (2) |
|
Instruction for Students With Word-Level Deficits |
|
|
762 | (17) |
|
Accuracy and Automaticity of Single-Word Reading |
|
|
763 | (9) |
|
|
|
772 | (5) |
|
Vocabulary, Background Knowledge, and Comprehension |
|
|
777 | (2) |
|
|
|
779 | (5) |
|
Provide Successful Classroom Practices |
|
|
780 | (1) |
|
Address the Needs of English Language Learners |
|
|
780 | (1) |
|
Develop Students' Belief in Their Potential |
|
|
781 | (2) |
|
Prepare Teachers in Word-Level Instruction |
|
|
783 | (1) |
|
Closing Thoughts: Teaching Older Students Who Struggle With Word Reading |
|
|
784 | (1) |
|
Online Companion Materials |
|
|
785 | (1) |
|
Knowledge and Skill Assessment |
|
|
785 | (1) |
|
|
|
786 | (8) |
|
Chapter 21 Working With High-Functioning Adults With Dyslexia and Other Academic Challenges |
|
|
794 | (21) |
|
|
|
|
|
794 | (1) |
|
|
|
795 | (1) |
|
Evaluation and Assessment |
|
|
796 | (2) |
|
|
|
798 | (2) |
|
|
|
798 | (1) |
|
|
|
799 | (1) |
|
|
|
799 | (1) |
|
|
|
799 | (1) |
|
The Most Common Needs of High-Functioning Students With Dyslexia and Other Academic Challenges |
|
|
800 | (12) |
|
|
|
803 | (3) |
|
|
|
806 | (3) |
|
|
|
809 | (3) |
|
Closing Thoughts: Working With High-Functioning Adults With Dyslexia |
|
|
812 | (1) |
|
Online Companion Materials |
|
|
812 | (1) |
|
Knowledge and Skill Assessment |
|
|
812 | (1) |
|
|
|
813 | (2) |
| Glossary |
|
815 | (34) |
|
|
| Index |
|
849 | |
Lisainfo e-raamatute kohta