Multisensory Teaching of Basic Language Skills
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Twenty-six American specialists in education, reading disorders, psychology, and disability rights contribute 22 chapters to a text for practicing and preservice teachers on the use of multisensory instruction methods to teach reading to students with dyslexia and other learning disabilities. Updated throughout with additional research findings and best practices, the second edition features new chapters on reading research and learning disabilities; planning multisensory instruction and the classroom environment; literacy for at-risk beginning readers; remediation for older students; vocabulary instruction; assistive technology and dyslexia; and the rights of individuals with dyslexia under the law. Annotation ©2005 Book News, Inc., Portland, OR
Foreword1Research and reading disability12Multisensory structured language education233Development of oral language and its relationship to literacy434Phonemic awareness and reading : research, activities, and instructional materials835Alphabet knowledge : letter recognition, naming, and sequencing1136The history and structure of written English1517Assessment of reading difficulties1718Planning multisensory structured language lessons and the classroom environment1879Teaching reading : accurate decoding and fluency21310Teaching spelling25711Biliteracy instruction for Spanish-speaking students29712Instruction for older students struggling with reading31913Word learning and vocabulary instruction34514Strategies to improve reading comprehension in the multisensory classroom37715Teaching handwriting41316Composition : expressive language and writing43917Multisensory mathematics instruction45718Learning strategies and study skills : the SkORE system48119Working with high-functioning dyslexic adults51720Helping parents of children with dyslexia535App. AGlossary561App. BMaterials and sources583
