0 Judith R Birsh, Suzanne Carreker, Louisa Cook Moats
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.
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Listed by the National Council on Teacher Quality's 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigourously cover the scientific basis and instructional elements of the five essential components of effective reading instruction!
Foreword by Louisa Cook Moats.
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
"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."
- Sally Shaywitz, author of Overcoming Dyslexia
"[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."
- Stephanie Al Otaiba, Professor, Patsy & Ray Caldwell Centennial Chair in Teaching and Learning, Southern Methodist University
"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."
- Martha Hougen, consultant and author, Fundamentals of Literacy Instruction & Assessment, Pre-K–6 and 6–12
"This exemplary text provides a strong, research-based foundation in all the key components of effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). The authors present key aspects of reading instruction, which include experts in the field of reading. Each chapter includes the evidence, science, knowledge, practice and application for all students. Early, adolescent and adult literacy is discussed, including corrective reading issues and dyslexic readers. Explicit and systematic instruction is addressed throughout the chapters, as well as research-based findings and connections to the standards. The resource provides solid evidence and practices for assessment and corrective reading techniques."
- National Council on Teacher Quality read the full review
