Dyslexia, Dysgraphia, OWL LD, and Dyscalculia
Virginia W. Berninger, Ph.D., Beverly J. Wolf, M.Ed.
Higher Education, K-12
The first teacher training text to cover all four learning disabilities that require differentiated instruction, this book prepares K—12 educators to deliver explicit, engaging instruction customized to students' needs.
| Paperback US$ 49.95 Qty: Add to Cart |
| e-Book2378KB US$ 49.95 Qty: Add to Cart |
| STOCK NUMBER | ISBN |
| 78942 | 978-1-59857-894-2 |
| COPYRIGHT | PAGES |
| 2016 | 320 |
| AVAILABILITY | |
| Available Stock |
How can teachers provide effective instruction for students with learning disabilities while meeting the needs of all students? The second edition of this accessible text gives K–12 educators research-based answers, straight from two highly respected voices in the field. The first teacher training text to cover all four learning disabilities that require differentiated instruction—dysgraphia, dyslexia, dyscalculia, and oral and written language learning disability (OWL LD)—this book prepares educators to deliver explicit and engaging instruction customized to the needs of their students. Critical insights from diverse fields blend with lessons learned from actual teaching experience, making this an ideal preservice text and a great in-service professional development tool.
THE BOOK TEACHERS NEED TO
- strengthen instruction with current research findings from many fields—including genetics, neuroscience, linguistics, and education
- help all students (including students with specific learning disabilities) develop oral and written language skills and proficiency with math concepts and problem solving
- use differentiated instruction to organize their classrooms, routines, and lesson plans
- uncover both the why and the how of differentiated instruction, so they can adapt their teaching techniques as needed
- meet Common Core State Standards while addressing the learning needs of individual students
- apply a specific instructional framework that helps students overcome working memory inefficiencies and related problems
- create a positive learning environment that promotes intellectual engagement and social emotional development
WHAT'S NEW: A timely new chapter on using technology for accommodations and explicit instruction * Research Lessons that demystify new findings * Teaching Tips featuring educators’ voices of experience * more on in-service preparation for educators on interdisciplinary school teams * guidelines on addressing current challenges in the field * coverage of specific learning disabilities related to math * recommended practices for meeting Common Core State Standards *
Reviews
Nickola Nelson, Western Michigan University - September 8, 2015
“Pinpoints the neurogenetic and behavioral relationships of specific learning disabilities and language disorders and shows how to inform interventions tailored to individual needs and patterns. [Berninger’s] experience in original research and clinical practice give a unique authenticity to her contributions in the world of translational science.”
Judith Birsh, Certified Academic Language Therapist, Senior Fellow of Special Education, Relay Graduate School of Education. - August 31, 2015
“A unique resource for teaching reading, writing and math from early childhood through adolescence that knits together developmental science and instructional science for the benefit of teachers working in day-to-day classrooms with diverse populations of learners.”
Marcia Henry, Professor Emerita, San Jose State University - August 21, 2015
“This book has it all... from historical perspectives to evidence-based assessment and intervention to current research advances. A must-read for all teachers of struggling readers.”
Louisa Moats, President, Moats Associates Consulting, Inc. - August 21, 2015
“[The authors] advance an elaborated, evidence-based, and sound argument for the importance of explicit handwriting, keyboarding, spelling, and composition instruction — not only for students with dysgraphia, but for all students facing the daunting challenge of learning to write.”
Authors: Virginia W. Berninger Ph.D., Beverly J. Wolf M.Ed.Foreword Authors: Vincent Alfonso, R. Malatesha Joshi Ph.D., Elaine Silliman