Multisensory Teaching of Basic Language Skills

by Judith R. Birsh Ed.D. (Editor), Suzanne Carreker M.Ed., Ph.D. (Editor), Louisa Cook Moats Ed.D. (Foreword by), Nancy Cushen White Ed.D. , CALT-QI, BCET (Contribution by), Graham Neuhaus Ph.D. (Contribution by)

Overview

Keep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country. The most comprehensive text available on multisensory teaching, this book prepares today's educators to use specific evidence-based approaches that improve struggling students' language skills and academic outcomes in elementary through high school.

Educators will get rich background information on the systems and structures of the English language, plus a deep dive into the what and how of Structured Literacy Instruction. They'll also find practical strategies and guidelines on all aspects of language and literacy instruction, including planning effective lessons, connecting research with practice, conducting and interpreting assessment, understanding the emotional side of learning disabilities, and more. An essential reference and professional development resource to keep and use for years to come, this book gets educators ready to be thoughtful, skilled, and compassionate teachers of reading and language arts.

WHAT’S NEW:

• New chapters on pre-kindergarten literacy, executive function, and math learning disabilities
• Content now aligns with the 2018 IDA Knowledge and Practice Standards for Teachers of Reading and prepares students for the IDA certification exam
• Updated with the latest research in the field
• New insights and guidance on technology woven throughout the book
• Online companion materials and resources for many chapters
• More student-friendly features (see below)

SELECTED TOPICS COVERED: structured literacy instruction * oral language development * pre-k literacy * alphabet knowledge * phonemic awareness * decoding * spelling * handwriting * fluency * vocabulary instruction * reading comprehension * composition * assessment * executive function * math learning disabilities * effective learning environments * lesson planning * instruction for English language learners * instruction for older students and high-functioning adults

STUDENT-FRIENDLY FEATURES: Chapters now include learning objectives, an end-of-chapter Knowledge and Skill Assessment, reflection questions interspersed throughout, and new vignettes and case studies. The online companion materials feature sample lesson plans, answer keys, and other resources for further reading and reference.

Listed by the National Council on Teacher Quality's 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction!

Explore the companion activity book!

Product Details

ISBN-13:	9781681252919
Publisher:	Brookes Publishing
Publication date:	09/27/2018
Sold by:	Barnes & Noble
Format:	eBook
Pages:	920
File size:	39 MB
Note:	This product may take a few minutes to download.

About the Author

Judith R. Birsh, Ed.D., Certified Academic Language Therapist (CALT), Qualified Instructor (QI). Dr. Birsh's enduring belief that well-prepared, informed teachers are the major influence on effective instruction in the field of reading and dyslexia had its beginning in 1960, when she met her first student who, although 18 years old, read poorly. The quest to find answers to this puzzle led her to a master's degree in remedial reading and a doctorate in reading and language at Teachers College, Columbia University. After training with Aylett R. Cox in Dallas, Texas, she became a Certified Academic Language Therapist and Qualified Instructor, founding and directing the Multisensory Teaching of Basic Language Skills courses at Teachers College in the Department of Curriculum and Teaching, Program in Learning Disabilities. Since her retirement in 2000, Dr. Birsh has maintained her commitment to teacher preparation by editing the first three editions of Multisensory Teaching of Basic Language Skills, and co-editing the fourth edition with Suzanne Carreker, Ph.D. Dr. Birsh has given professional development workshops, consulted with private and public schools, written articles, and worked with students with dyslexia. In 2008, she received the Luke Waites Academic Language Therapy Association Award of Service and the Margaret Byrd Rawson Lifetime Achievement Award from The International Dyslexia Association.

Suzanne Carreker, Ph.D., CALT-QI, joined Lexia Learning in 2015 as Principal Educational Content Lead, where she spearheaded the curriculum design of a groundbreaking reading program for struggling adolescent readers. Her career includes 28 years at Neuhaus Education Center, a nonprofit organization in Houston, Texas. She co-edited the fourth edition of Multisensory Teaching of Basic Language Skills (Paul H. Brookes Publishing Co., 2018) with Judith Birsh. In 2018, Dr. Carreker was the recipient of the Margaret Byrd Rawson Lifetime Achievement Award from the International Dyslexia Association for her commitment to excellence and advocacy for people with dyslexia.

Table of Contents

About the Online Companion Materials
Online Companion Materials
About the Editors
About the Contributors
Foreword Louisa C. Moats, Ed.D.
Preface
Acknowledgments

Section I Introduction to Multisensory Teaching

• Chapter 1 Connecting Research and Practice Judith R. Birsh
• Chapter 2 Structured Literacy Instruction Mary L. Farrell and Nancy Cushen White

Section II Pre-reading/Literacy Skills

• Chapter 3 Oral Language Development and Its Relationship to Literacy Lydia H. Soifer
• Chapter 4 Pre-Kindergarten Literacy Eve Robinson, Carolyn DeVito, and Gloria Trabucco
• Chapter 5 Alphabet Knowledge: Letter Recognition, Letter Naming, and Letter Sequencing Kay A. Allen and Graham F. Neuhaus
• Chapter 6 Teaching Phonemic Awareness Lucy Hart Paulson

Section III Beginning Reading/Literacy Skills

• Chapter 7 Assessment of Reading Skills: A Review of Select Key Ideas and Best Practices Larry E. Hess and Eileen S. Marzola
• Chapter 8 The Role of Executive Function in Literacy Instruction Monica Gordon-Pershey
• Chapter 9 Teaching Reading: Accurate Decoding Suzanne Carreker
• Chapter 10 Teaching Spelling Suzanne Carreker
• Chapter 11 Multi-Modal Handwriting Instruction for Pencil and Technology Tools Beverly J. Wolf and Virginia W. Berninger
• Chapter 12 Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves Katherine Garnett
• Chapter 13 Math Learning Disabilities Katherine Garnett and Colleen Uscianowski

Section IV Advanced Reading/Literacy Skills

• Chapter 14 The History and Structure of Written English Marcia K. Henry
• Chapter 15 Working With Word Meaning: Vocabulary Instruction Nancy E. Hennessy
• Chapter 16 Strategies to Improve Reading Comprehension in the Multisensory Classroom Eileen S. Marzola
• Chapter 17 Composition: Evidence-Based Instruction Judith C. Hochman and Betsy MacDermott-Duffy
• Chapter 18 Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons Judith R. Birsh, Jean Schedler, and Robin Singer

Section V Instructional Strategies for Specific Populations and Skill Areas

• Chapter 19 Language and Literacy Development Among English Language Learners Elsa Cárdenas-Hagan
• Chapter 20 Instruction for Older Students With a Word-Level Reading Disability Barbara A. Wilson
• Chapter 21 Working With High-Functioning Adults With Dyslexia and Other Academic Challenges Susan H. Blumenthal

Glossary Robin Singer
Index
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