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Multisensory Teaching of Basic Language Skills, Third Edition
|| 7.0 x 10.0
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
Review: 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."
Review by: Dr. Deborah Ellermeyer, Associate Professor, Clarion University of Pennsylvania
"The perfect resource for every teacher seeking effective ways to meet the needs of all learners in today's diverse classrooms."
Review by: Louisa Moats, Author and Consultant, Moats Associates Consulting, Inc.
"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."
Review by: R. Malatesha Joshi, Professor of Reading/Language Arts Education, ESL, and Educational Psychology; Editor, Reading and Writing, Texas A&M University
"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."
Review by: Rebecca H. Felton, Reading Consultant, North Carolina State Improvement Project
"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!"
About the Editor
Sally E. Shaywitz
- Connecting Research and Practice
Judith R. Birsh
- Multisensory Structured Language Education
Mary L. Farrell & Gordon F. Sherman
- Development of Oral Language and Its Relationship to Literacy
Lydia H. Soifer
- The History and Structure of Written English
Marcia K. Henry
- Teaching Phonemic Awareness
Joanna K. Uhry
- Alphabet Knowledge: Letter Recognition, Naming, and Sequencing
Kay A. Allen, with Graham F. Neuhaus, & Marilyn Beckwith
- Teaching Handwriting
Beverly J. Wolf
- Teaching Reading: Accurate Decoding
- Teaching Spelling
- Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves
- Word Learning and Vocabulary Instruction
Nancy E. Hennessy
- Strategies to Improve Reading Comprehension in the Multisensory Classroom
Eileen S. Marzola
- Composition: Evidence-Based Instruction
Judith C. Hochman
Margaret Jo Shepherd & Eileen S. Marzola
- Planning Multisensory Structured Language Lessons and the Classroom Environment
Judith R. Birsh & Jean Schedler
- Instruction for Older Students with a Word-Level Reading Disability
Barbara A. Wilson
- Adolescent Literacy: Addressing the Needs of Students in Grades 4–12
- Learning Strategies and Study Skills: The SkORE System
Claire Nissenbaum & Anthony Henley
- Working with High-Functioning Adults with Dyslexia and other Academic Challenges
Susan H. Blumenthal
- Language and Literacy Development Among English Language Learners
- Multisensory Mathematics Instruction
Margaret B. Stern
- Technology that Supports Literacy Instruction and Learning
Linda Hecker & Ellen Urquhart Engstrom
- Rights of Individuals with Dyslexia and Other Disabilities
Jo Anne Simon & Michele Kule-Korgood
Appendix A: Glossary
Appendix B: Materials and Sources