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Multisensory Teaching of Basic Language Skills, Fourth Edition


Multisensory Teaching of Basic Language Skills, Fourth Edition

Volume Editors: Judith R. Birsh Ed.D., CALT-QI, Suzanne Carreker Ph.D., CALT-QI   Foreword Author: Louisa C. Moats Ed.D.

ISBN: 978-1-68125-226-1
Pages: 920
Copyright: 2019
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Size:  7.0 x 10.0
Stock Number:  52261
Format:  Hardcover
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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.
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Reviews

Review by: Sally Shaywitz, author of Overcoming Dyslexia
A true gift to all those who work so hard to teach children (and adults) to read. This extremely thoughtful book provides teachers with an in-depth A-to-Z of what you need to know to teach and reach all readers successfully, the scientific, and the practical. Teachers learn not only the theories and science behind how we read but also come to understand the important components of reading and what must and can be done to implement this knowledge. In this newly updated, superb textbook, teachers will know they have a trusted, reliable resource that they can turn to.
Review by: Stephanie Al Otaiba, Professor and Patsy and Ray Caldwell Centennial Chair in Teaching and Learning, Southern Methodist University
[This book's] content…is closely aligned with the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading. I believe this text will be a very useful resource for teacher trainers and for teachers to use within Professional Learning Communities, particularly when accompanied by the activity handbook.
Review by: Martha Hougen, consultant and author, Fundamentals of Literacy Instruction & Assessment, Pre-K–6 and 6–12
This is a terrific reference to add to your professional library. If all teachers implemented the strategies in this text, their students would become efficient and capable readers, writers, and mathematicians.
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 Penciland 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
Click here for the full table of contents

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