Multisensory Teaching of Basic Language Skills

Description

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 IDAKnowledge and Practice Standards for Teachers of Readingand 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. Explore the companion activity book! Title Page......Page 2 Copyright......Page 3 Contents......Page 5 About the Online Companion Materials......Page 22 Online Companion Materials......Page 23 About the Editors......Page 28 About the Contributors......Page 30 Foreword......Page 38 Preface......Page 41 Acknowledgments......Page 49 Section I: Introduction to Multisensory Teaching......Page 51 Learning Objectives......Page 52 Definition and Importance of Scientifically Based Research......Page 54 Research on the Components of Reading......Page 58 Understanding Dyslexia Through Reading Research......Page 65 Teachers Can Deliver Evidence-Based Reading Instruction to All Students......Page 71 Closing Thoughts: The Impact of Research on Practice......Page 78 Knowledge and Skill Assessment......Page 80 References......Page 81 Learning Objectives......Page 87 A Common Framework......Page 88 Structured Literacy......Page 89 Multisensory Instructional Strategies......Page 99 Why Phonics Works......Page 105 Efficacy of Simultaneous Multisensory Instructional Strategies......Page 109 Implications for Future Research and Practice: A Two-Way Street......Page 121 Closing Thoughts: Multisensory Structured Literacy......Page 122 Knowledge and Skill Assessment......Page 123 References......Page 125 Section II: Pre-reading/Literacy Skills......Page 137 Learning Objectives......Page 138 Language: A Dynamic, Rule-Governed Process......Page 140 Oral–Written Language Connection......Page 141 Oral–Written Language Differences......Page 143 Components of Language......Page 145 Executive Function, Working Memory, Language, and Literacy......Page 174 Dynamic Nature of Classroom Language......Page 177 Closing Thoughts: Oral Language and Literacy......Page 183 Knowledge and Skill Assessment......Page 184 References......Page 185 Learning Objectives......Page 200 Emergent Literacy......Page 201 The Importance of the Classroom Environment......Page 202 Evidence-Based Multisensory Activities That Develop Foundational Literacy Skills......Page 205 A Project-Based Approach to Developing Emergent Literacy......Page 218 Assessment of Learning in Preschool: Formal and Informal Systems......Page 221 Knowledge and Skill Assessment......Page 224 References......Page 225 Appendix 4.1: Technology Resources......Page 229 Learning Objectives......Page 233 Role of Letter Recognition in the Reading Process......Page 234 Considerations for Instruction......Page 241 Principles of Effective Instruction......Page 242 Activities for Teaching Letter Recognition......Page 244 Closing Thoughts: Building Alphabet Knowledge......Page 260 Online Companion Materials......Page 261 Knowledge and Skill Assessment......Page 262 References......Page 263 Appendix 5.1: Technology Resources......Page 268 Learning Objectives......Page 269 Phonemic Awareness Within Phonological Processing Abilities......Page 270 Phonemic Awareness Foundations for Decoding, Spelling, Vocabulary, and Fluency......Page 274 What Is a Phoneme?......Page 276 Phonological and Phonemic Awareness Components and Developmental Sequences......Page 277 Development of Simple to Complex Phonological and Phonemic Awareness......Page 281 Phonemic Awareness Skill Expectations According to State Standards......Page 285 Phoneme Characteristics......Page 288 Assessing Phonemic Awareness......Page 294 Instruction in Phonemic Awareness for Prevention and Intervention......Page 298 Online Companion Materials......Page 311 Knowledge and Skill Assessment......Page 312 References......Page 313 Appendix 6.1: Technology Resources......Page 321 Section III: Beginning Reading/Literacy Skills......Page 323 Learning Objectives......Page 324 Basic Measurement Concepts and Statistics for Standardized Assessment......Page 325 Overview: Types of Assessment......Page 327 Interpreting Results: Some Common Pitfalls to Avoid......Page 328 Standardized Assessment Within the Response to Intervention Model......Page 330 Importance of Early Screening and Intervention......Page 333 Technology-Enhanced Screening and Progress Monitoring Systems......Page 338 Role of Comprehensive Assessments......Page 343 Skills Commonly Measured on Standardized Assessments......Page 344 Role of Nonstandardized Assessments in Reading Instruction......Page 347 Formative Assessment in Multisensory Language Programs......Page 349 Closing Thoughts: Best Practices for Assessment and Recommendations for Further Research......Page 351 Knowledge and Skill Assessment......Page 352 References......Page 353 Appendix 7.1: Online Resources for Assessment......Page 361 Learning Objectives......Page 363 Executive Function, Defined and Described......Page 364 The Two Domains of Executive Self-Regulation: Metacognitive and Social Emotional......Page 369 Characteristics of Students Who Require Assessment of Executive Function and Language Performance......Page 371 Assessing Executive Function in the Context of Assessing Other Abilities......Page 381 Improvement of Executive Function in the Context of Learning Language, Literacy, and/or Academics......Page 388 Closing Thoughts: Executive Function in Literacy Instruction......Page 396 Knowledge and Skill Assessment......Page 397 References......Page 399 Appendix 8.1: Technology Resources......Page 408 Learning Objectives......Page 410 The Knowledge Base: The Role of Decoding......Page 411 Practice: Teaching Sound–Symbol Correspondences......Page 417 Practice: Teaching Monosyllabic and Multisyllabic Words......Page 428 Practice: Teaching Irregular Words......Page 444 Practice: Teaching Fluency......Page 447 The Knowledge Base: The Spelling Connection to Reading......Page 449 Knowledge and Skill Assessment......Page 450 References......Page 451 Appendix 9.1: Technology Resources......Page 458 Learning Objectives......Page 464 The Distinctiveness of Spelling......Page 465 Spelling Development......Page 466 Good and Poor Spellers......Page 468 Knowledge Needed for Spelling Proficiency......Page 470 How Spelling Errors Inform Instruction......Page 477 Spelling Instruction......Page 490 Knowledge and Skill Assessment......Page 501 References......Page 502 Appendix 10.1: Technology Resources......Page 507 Learning Objectives......Page 511 A Brief History of Handwriting Instruction......Page 512 Why Handwriting Instruction Matters: Research Lessons......Page 513 How to Teach Handwriting: Methods Informed by Teaching and Research......Page 515 Educating Hybrid Writers......Page 533 Technology......Page 535 Knowledge and Skill Assessment......Page 537 References......Page 538 Appendix 11.1: Representative Instructional Resources for Educating Hybrid Writers......Page 544 Learning Objectives......Page 546 What Is Fluency?......Page 547 Expressiveness, Fluency, and the Comprehension Connection......Page 557 How Great a Problem Is Lack of Fluency?......Page 559 Fluency and Reading/Learning Disabilities......Page 561 Methods and Means for Building Fluency......Page 568 Closing Thoughts: The Role of Fluency in Reading......Page 576 Online Companion Materials......Page 577 Knowledge and Skill Assessment......Page 578 References......Page 579 Learning Objectives......Page 583 A View From What They Are Not......Page 585 Math Foundations—Three Realms for Teaching and Learning......Page 590 Understanding and Intervention......Page 594 The Dyscalculia Knowledge Base......Page 596 Closing Thoughts: Dyscalculia and Intervention......Page 611 Knowledge and Skill Assessment......Page 613 References......Page 614 Appendix 13.1: Technology Resources......Page 618 Section IV: Advanced Reading/Literacy Skills......Page 624 Learning Objectives......Page 625 History and English Orthography......Page 627 Framework for Curriculum and Instruction......Page 629 The Anglo-Saxon Layer of Language......Page 631 The Latin Layer of Language......Page 634 The Greek Layer of Language......Page 636 Closing Thoughts: Teaching the Origin and Structure of English......Page 637 Knowledge and Skill Assessment......Page 638 References......Page 639 Appendix 14.1: Technology Resources......Page 642 Learning Objectives......Page 644 Vocabulary and Reading Proficiency: A Review of Theoretical Models......Page 646 The Vocabulary Connection: Word Recognition and Comprehension......Page 648 Vocabulary Acquisition: Infancy to Preschool Age......Page 649 Vocabulary Acquisition: School Age to Adulthood......Page 652 Online Companion Materials......Page 678 Knowledge and Skill Assessment......Page 679 References......Page 680 Appendix 15.1: Technology Resources......Page 687 Learning Objectives......Page 691 Major Shifts in Reading Comprehension Instruction......Page 692 Research-Validated Targeted Areas for Instruction in Reading......Page 694 A Historical Perspective on Comprehension......Page 695 Close Reading......Page 696 Strategies Used by Good Readers......Page 697 Sources of Comprehension Difficulties......Page 698 Continuum of Comprehension Development Within a Multisensory Teaching Environment......Page 701 Good Reader Strategies for Comprehending Longer Texts......Page 704 Closing Thoughts: Next Steps for Comprehension Instruction......Page 727 Online Companion Materials......Page 728 Knowledge and Skill Assessment......Page 729 References......Page 730 Appendix 16.1: Technology Resources......Page 738 Learning Objectives......Page 740 Sentences......Page 742 Paragraphs and Compositions......Page 754 Knowledge and Skill Assessment......Page 767 References......Page 768 Appendix 17.1: Technology Resources......Page 771 Learning Objectives......Page 774 Context......Page 776 Process......Page 783 Content......Page 793 Closing Thoughts: Planning the Learning Environment and Lessons......Page 806 Knowledge and Skill Assessment......Page 807 References......Page 808 Appendix 18.1: Structured Literacy Lesson With Apps......Page 812 Section V: Instructional Strategies for Specific Populations and Skill Areas......Page 814 Learning Objectives......Page 815 Demographics......Page 816 The Response to Intervention/Multi-Tiered Systems of Support Model......Page 817 Language Components and Learning a Second Language......Page 818 Instruction of Spanish Language Components......Page 828 Adolescent English Language Learners......Page 843 Knowledge and Skill Assessment......Page 845 References......Page 846 Appendix 19.1: Technology Resources......Page 851 Learning Objectives......Page 854 The Prevalence of Word-Level Deficits......Page 855 The Challenges of Having a Word-Level Reading Disability......Page 856 Assessment to Determine Needs......Page 857 Instruction for Students With Word-Level Deficits......Page 860 Other Considerations......Page 878 Closing Thoughts: Teaching Older Students Who Struggle With Word Reading......Page 882 Knowledge and Skill Assessment......Page 883 References......Page 884 Learning Objectives......Page 894 Emotional Repercussions......Page 895 Evaluation and Assessment......Page 896 Educational Memories......Page 898 The Most Common Needs of High-Functioning Students With Dyslexia and Other Academic Challenges......Page 900 Knowledge and Skill Assessment......Page 912 References......Page 913 Glossary......Page 915 Index......Page 951