Description
Book SynopsisAccessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling--with particular attention to working with students with language learning difficulties.
Trade Review'The linkages between language and literacy development are critical and have often been overlooked in educational practice. After reading this articulate and insightful book, I was struck by how limited our joint efforts have been and what potential exists for real collaboration among professionals working with struggling students.' - Donna Ogle, EdD, Department of Reading and Language, National-Louis University, USA
'Chapters offer a good mix of pedagogical perspectives, covering everything from the metalinguistic content knowledge necessary for teaching the English language arts to the role of dialogue in fostering student learning. Teacher preparation programs in literacy education and special education are certain to benefit from the accumulated wealth of knowledge contained between the covers of this remarkable book.' - Donna E. Alvermann, PhD, Editor, Reading Research Quarterly
'This 'must-read' volume is both practical and scholarly, giving readers a higher-level understanding of the pressing language and literacy issues of our time.' - Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University, USA
'How can I do credit to a book that has rarely left my side since it arrived on my desk a couple of months ago? My thinking has been extended by some of the chapters, I have quoted from it to parents, teachers and speech pathology students, I have written handouts for parents and teachers based on some of the sections and I have implemented ideas in my own clinical practice. It has provided a rich source of practical, yet evidence-based approaches for me to 'mine'!' - ACQuiring Knowledge in Speech, Language and Hearing (ACQ) (Suze Leitao, 2006)
Table of ContentsI. Challenges and Choices in the New Educational Landscape
1. Collaboration for Language and Literacy Learning: Three Challenges, Silliman and Wilkinson
2. Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation, Wallach and Ehren
II. Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices
3. Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective, Gillam and Gorman
4. Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech–Language Pathologists and Teachers, Troia
5. Reading Comprehension Instruction for All Students, Whitaker, Gambrell, and Morrow
6. Toward More Ambitious Comprehension Instruction, Pressley and Hilden
7. Integration of Language and Discourse Components with Reading Comprehension: It’s All About Relationships, Donahue and Foster
III. Writing and Spelling: Perspectives on Instructional and Intervention Practices
8. The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities, Englert and Dunsmore
9. EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text, Singer and Bashir
10. Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing, Templeton
11. Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students' Learning, Apel, Masterson, and Hart
IV. Integrating Education and Clinical Practices
12. Putting Humpty Dumpty Together Again: What’s Right with Betsy, Silliman, Wilkinson, and Danzak
