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Why Kids Can't Read
Nearly forty percent of all fourth graders in this country cannot read at grade level, and this number rises to sixty percent for children coming from poor families. This gap in learning increases as students go through grade school and is a primary reason for school failure. Ironically, this problem comes even after comprehensive research demonstrates that nearly all children can learn to read if taught using proven-effective instruction. Here, the authors describe the principles of this research in language that non-educators can understand and educators can use. It discusses how to recognize whether the research on reading is being used appropriately, and if not, how to make that happen. ...
Learning Disabilities
Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website. New to This Edition *Heightened emphasis on intervention, including significant new developments in reading comprehension and math. *Chapter on principles of effective instruction and MTSS. *Chapter on automaticity in reading, math, and writing. *Chapter on challenges in real-world implementation of evidence-based practices. *Chapter on the validity of the LD construct.
Dyslexia in Context
This book highlights the most recent developments in the area of research, policy and practice. All the authors are well known in the field of dyslexia and they will offer significant contributions at the forthcoming BDA conference ' Dyslexia: the dividends from research to policy and practice' to be held at Warwick University in March 2004. In addition to the opening chapter, which provides an overview of developments in dyslexia, there are also chapters on the research associated with neurological factors, the cerebellum, genetics and the links between research and practice. The policy section provides insights into policy developments from Europe, the UK and the United States, as well as polic developments relating to both children and adults. The practice section is comprehensive with chapters on multilingualism, the range of specific learning difficulties, ICT, mathematics, the implications for the classroom from the science of learning and the features of dyslexia friendly schools.
Foundations of Reading Acquisition and Dyslexia
The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.
Identification of Learning Disabilities
Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issue...
Attention, Memory, and Executive Function
From a 1994 working conference at the National Institutes of Health, Rockville, Maryland, researchers in psychology, neuropsychology, special education, and medicine present theory and research on three central cognitive processes--attention, memory, and executive function--and explain how their findings can help clinicians assess and remediate reading and attention disorders. Annotation copyright by Book News, Inc., Portland, OR
Straight Talk About Reading
Today's parents are increasingly concerned about the reading and spelling skills taught in schools and are taking charge of their children's education. Full of ideas and suggestions--from innovative preschool exercises to techniques that older children can use to increase reading speed and comprehension--Straight Talk About Reading will instantly help any parent lay a solid foundation for their child's formative educational years.
