Multisensory Teaching Of Basic Language Skills

Save when you order the text and activity book together!

As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities—along with the added benefits of multisensory techniques—discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across the country, this definitive core text is now fully revised and expanded with cutting-edge research and more on hot topics such as executive function, fluency, and adolescent literacy.

The most comprehensive text available on multisensory teaching, this book shows preservice educators how to use specific multisensory approaches to dramatically improve struggling students' language skills and academic outcomes in elementary through high school. They'll be prepared to

• help students develop skills in key areas such as phonological awareness, letter knowledge, handwriting, phonics, fluency, spelling, comprehension, composition, and mathematics
• plan structured, explicit multisensory language lessons that incorporate two or more senses
• create a positive classroom environment conducive to effective teaching and learning for struggling students
• conduct successful assessment of reading difficulties and monitor progress
• teach older students who struggle with reading
• work effectively with high-functioning adults with dyslexia
• conduct biliteracy instruction for Spanish-speaking students
• meet the needs of students who use assistive technology
• know the rights of individuals with dyslexia

A text to keep and use long after the course is over, this book includes practical strategies and guidelines on planning lessons, conducting assessment, helping students with learning disabilities develop good study skills, and more. And the broad and deep coverage of multisensory teaching—unmatched by other texts—make this an essential reference and professional development resource for in-service teachers and reading specialists.

With this timely new edition of an authoritative textbook, teachers will be prepared to deliver high-quality multisensory instruction that improves outcomes for students with learning disabilities and their peers.

What's New:

• Fluency chapter
• Adolescent literacy chapter
• More on executive function
• Revised and updated chapters
• New research and best practices
• Chapters on assistive technology and rights of individuals with dyslexia now integrated into the book
• Updated resources

Save when you order the text and activity book together

As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities along with the added benefits of multisensory techniques discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across the country, this definitive core text is now fully revised and expanded with cutting-edge research and more on hot topics such as executive function, fluency, and adolescent literacy.

The most comprehensive text available on multisensory teaching, this book shows preservice educators how to use specific multisensory approaches to dramatically improve struggling students' language skills and academic outcomes in elementary through high school. They'll be prepared to

• help students develop skills in key areas such as phonological awareness, letter knowledge, handwriting, phonics, fluency, spelling, comprehension, composition, and mathematics
• plan structured, explicit multisensory language lessons that incorporate two or more senses
• create a positive classroom environment conducive to effective teaching and learning for struggling students
• conduct successful assessment of reading difficulties and monitor progress
• teach older students who struggle with reading
• work effectively with high-functioning adults with dyslexia
• conduct biliteracy instruction for Spanish-speaking students
• meet the needs of students who use assistive technology
• know the rights of individuals with dyslexia

A text to keep and use long after the course is over, this book includes practical strategies and guidelines on planning lessons, conducting assessment, helping students with learning disabilities develop good study skills, and more. And the broad and deep coverage of multisensory teaching unmatched by other texts make this an essential reference and professional development resource for in-service teachers and reading specialists.

With this timely new edition of an authoritative textbook, teachers will be prepared to deliver high-quality multisensory instruction that improves outcomes for students with learning disabilities and their peers.

• Fluency chapter
• Adolescent literacy chapter
• More on executive function
• Revised & updated chapters
• New research & best practices
• Chapters on assistive technology and rights of individuals with dyslexia now integrated into the book
• Updated resources

Suzanne Carreker is Director of Teacher Development at Neuhaus Education Center in Bellaire, Texas, and is a Certified Academic Language Therapist and Qualified Instructor. For 17 years, she has been involved with the preparation of teachers who provide instruction in basic literacy skills. She was a classroom teacher at and consultant to The Briarwood School in Houston for 13 years. Mrs. Carreker is a frequent speaker at national conferences and has authored several multisensory structure language curricula. She has served as president of the Houston Branch of The International Dyslexia Association and currently is Vice President of the Academic Language Therapy Association Centers Council.

Judith R. Birsh, Ed.D., founded and has directed the Multisensory Teaching of Basic Language Skills Series in the Program in Learning Disabilities of the Department of Curriculum and Teaching since 1985. Her primary interests are the teaching of reading and the preparation of teachers to work with individuals with dyslexia. She is a consultant to public and private schools as well as a certified academic language therapist. Dr. Birsh was educational consultant on two Vineyard Video Productions videotape series for teachers and parents, Teaching the Learning Disabled: Study Skills and Learning Strategies (1991) and Learning Disabilities/Learning Abilities (1997; available from Paul H. Brookes Publishing Co.). She is former president of the New York Branch of the International Dyslexia Association and was the 1995 recipient of their award for achievement in the field of dyslexia education.

Marcia K. Henry, Ph.D., brings more than 40 years of experience working in the field of reading and dyslexia as a diagnostician, tutor, teacher, and professor. Dr. Henry received her doctorate in educational psychology from Stanford University. Prior to her retirement in 1995, she was a professor in the Division of Special Education at San Jose State University, where she taught and directed the Center for Educational Research on Dyslexia. Dr. Henry taught as a Fulbright Lecturer/Research Scholar at the University of Trondheim, Norway, in 1991. Dr. Henry speaks frequently at regional, national, and international conferences on topics related to intervention strategies for dyslexic learners. She also writes for a variety of professional journals and serves on the editorial boards of Dyslexia and Annals of Dyslexia, the journals of The British Dyslexia Association and The International Dyslexia Association (IDA), respectively. Since retirement Dr. Henry has taught at the University of New Mexico, the University of Pittsburgh, and the University of Minnesota-Duluth. She provides teacher training related to the teaching of reading and related language arts and consults with several school districts and states on informed reading instruction. Dr. Henry is the author of teaching materials for integrated decoding and spelling instruction. She is a past president (1992-1996) of the Orton Dyslexia Society (now known as IDA). She is a fellow of the Orton-Gillingham Academy and received the Margaret Byrd Rawson Lifetime Achievement Award from IDA in 2000. Dr. Henry now lives on Madeline Island in Lake Superior, where she spends much of her time writing. She volunteers as a tutor at the island two-room elementary school when needed. She compiled Dyslexia: Samuel T. Orton and His Legacy for IDA's 50th anniversary in 1999.

Professor of Pediatrics, Yale University School of Medicine, and Co-director, NICHDâ€"Yale Center for the Study of Learning and Attention, 333 Cedar Street, New Haven, CT 06510. Dr. Sally E. Shaywitz is a member of the Institute of Medicine of the National Academy of Sciences, was a member of the National Reading Panel, and is the author of Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level (Alfred A. Knopf, 2003).

Contributors

Foreword

Sally E. Shaywitz

Preface

Acknowledgments

1. Connecting Research and Practice

   Judith R. Birsh

2. Multisensory Structured Language Education

   Mary L. Farrell and Gordon F. Sherman

3. Development of Oral Language and Its Relationship to Literacy

   Lydia H. Soifer

4. The History and Structure of Written English

   Marcia K. Henry

5. Teaching Phonemic Awareness

   Joanna K. Uhry

6. Alphabet Knowledge: Letter Recognition, Naming, and Sequencing

   Kay A. Allen, with Graham F. Neuhaus, and Marilyn Beckwith

7. Teaching Handwriting

   Beverly J. Wolf

8. Teaching Reading: Accurate Decoding

   Suzanne Carreker

9. Teaching Spelling

   Suzanne Carreker

10. Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves

    Katherine Garnett

11. Word Learning and Vocabulary Instruction

    Nancy E. Hennessy

12. Strategies to Improve Reading Comprehension in the Multisensory Classroom

    Eileen S. Marzola

13. Composition: Evidence-Based Instruction

    Judith C. Hochman

14. Assessment

    Margaret Jo Shepherd and Eileen S. Marzola

15. Planning Multisensory Structured Language Lessons and the Classroom Environment

    Judith R. Birsh and Jean Schedler

16. Instruction for Older Students with a Word-Level Reading Disability

    Barbara A. Wilson

17. Adolescent Literacy: Addressing the Needs of Students in Grades 4â€"12

    Joan Sedita

18. Learning Strategies and Study Skills: The SkORE System

    Claire Nissenbaum and Anthony Henley

19. Working with High-Functioning Adults with Dyslexia and other Academic Challenges

    Susan H. Blumenthal

20. Language and Literacy Development Among English Language Learners

    Elsa Cárdenas-Hagan

21. Multisensory Mathematics Instruction

    Margaret B. Stern

22. Technology that Supports Literacy Instruction and Learning

    Linda Hecker and Ellen Urquhart Engstrom

23. Rights of Individuals with Dyslexia and Other Disabilities

    Jo Anne Simon and Michele Kule-Korgood

Appendix A: Glossary

Marilyn Martin

Appendix B: Materials and Sources

Marilyn Martin