Multisensory Teaching of Basic Language Skills / Edition 3

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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 & updated chapters
  • New research & best practices
  • Chapters on assistive technology and rights of individuals with dyslexia now integrated into the book
  • Updated resources
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Editorial Reviews

Dr. Deborah Ellermeyer

"The perfect resource for every teacher seeking effective ways to meet the needs of all learners in today&#39s diverse classrooms."
Author and Consultant, Moats Associates Consulting, Inc. - Louisa Moats
"A refreshingly comprehensive anthology of relevant research summaries, teaching techniques, resources, references, and clinical wisdom from an outstanding group of experts. This book will continue to be one of my most-often referenced sources."
Professor of Reading/Language Arts Education, ESL, and Educational Psychology; Editor, Reading and Writing, Texas A&M Un - R. Malatesha Joshi
"Should be a required text for undergraduate and graduate students in reading/literacy education classes and a guide for all elementary school teachers interested in developing life-long readers."
Reading Consultant, North Carolina State Improvement Project - Rebecca H. Felton
"Multisensory Teaching of Basic Language Skills has been a key component of the "Reading Foundations" five-day inservice training provided to teachers across North Carolina since 2000. I am delighted to now include the third edition which I consider to be the best and most complete source of information for teachers on the science of reading!"
The Midwest Book Review - The Bookwatch
"A 'must' for any teacher's education collection and provides the most in-depth book available on multisensory teaching."
Inc. Book News
listing only
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Product Details

  • ISBN-13: 9781598570939
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 6/1/2011
  • Edition number: 3
  • Pages: 816
  • Sales rank: 28,209
  • Product dimensions: 7.30 (w) x 10.10 (h) x 1.70 (d)

Meet the Author

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.

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.

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, NICHD–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).

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Table of Contents

About the Editor vii

Contributors viii

Foreword Sally E. Shaywitz xiv

Preface xvi

Acknowledgments xxix

1 Connecting Research and Practice Judith R. Birsh 1

2 Multisensory Structured Language Education Mary L. Farrell Gordon F. Sherman 25

3 Development of Oral Language and Its Relationship to Literacy Lydia H. Soifer 49

4 The History and Structure of Written English Marcia K. Henry 93

5 Teaching Phonemic Awareness Joanna K. Uhry 113

6 Alphabet Knowledge: Letter Recognition, Naming, and Sequencing Kay A. Allen Graham F. Neuhaus Marilyn Beckwith 145

7 Teaching Handwriting Beverly J. Wolf 179

8 Teaching Reading: Accurate Decoding Suzanne Carreker 207

9 Teaching Spelling Suzanne Carreker 251

10 Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves Katherine Garnett 293

11 Word Learning and Vocabulary Instruction Nancy E. Hennessy 321

12 Strategies to Improve Reading Comprehension in the Multisensory Classroom Eileen S. Marzola 365

13 Composition: Evidence-Based Instruction Judith C. Hochman 405

14 Assessment Margaret Jo Shepherd Eileen S. Marzola 427

15 Planning Multisensory Structured Language Lessons and the Classroom Environment Judith R. Birsh Jean Schedler 459

16 Instruction for Older Students with a Word-Level Reading Disability Barbara A. Wilson 487

17 Adolescent Literacy: Addressing the Needs of Students in Grades 4-12 Joan Sedita 517

18 Learning Strategies and Study Skills: The SkORE System Claire Nissenbaum Anthony Henley 549

19 Working with High-Functioning Adults with Dyslexia and Other Academic Challenges Susan H. Blumenthal 587

20 Language and Literacy Development Among English Language Learners Elsa Cárdenas-Hagan 605

21 Multisensory Mathematics Instruction Margaret B. Stern 631

22 Technology that Supports Literacy Instruction and Learning Linda Keeker Ellen Urquhart Engstrom 657

23 Rights of Individuals with Dyslexia and Other Disabilities Jo Anne Simon Michele Kule-Korgood 685

Appendix A Glossary Marilyn Martin 699

Appendix B Materials and Sources Marilyn Martin 721

Index 769

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