Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science

Berninger Ph.D., Virginia W.; Wolf M.Ed., Beverly J.

ISBN 10: 1557669341 / ISBN 13: 9781557669346

Editore: Brookes Publishing, 2009

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All pages and the cover are intact, but shrink wrap, dust covers, or boxed set case may be missing. Pages may include limited notes, highlighting, or minor water damage but the text is readable.

Codice articolo COLV.1557669341.A

Dati bibliografici

• Titolo: Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science
• Editore: Brookes Publishing
• Data di pubblicazione: 2009
• Lingua: Inglese
• ISBN 10: 1557669341
• ISBN 13: 9781557669346
• Rilegatura: Brossura
• Condizione: acceptable

Descrizione articolo

Riassunto

How can teachers provide effective literacy instruction for students with learning differences—while meeting the needs of all students in the class? Finally, a single accessible textbook answers that question for every K–12 educator. The only teacher training text to cover the three learning disabilities that require differentiated instruction—dysgraphia, dyslexia, and oral and written language learning disability (OWL LD)—this book prepares educators to teach students with learning differences in explicit, reflective, and intellectually engaging ways.

Ginger Berninger, a seasoned researcher and former teacher, partners with 40-year teacher and teacher trainer veteran Beverly Wolf for a one-of-a-kind text that gives readers the best of both worlds: critical insights from scientific studies and lessons learned from actual teaching experience. Educators will get the research-based guidance they'll need to

• organize their classrooms, routines, and lesson plans through differentiated instruction to meet instructional needs of students with learning differences and their peers
• improve every aspect of students' literacy, including reading, writing, listening, and speaking skills, by providing both oral and written language instruction
• create a positive learning environment that promotes intellectual engagement
• apply a specific framework for instruction that helps students overcome working memory inefficiencies and fluency problems
• consider how preservice teacher education and inservice professional development can prepare teachers for differentiated instruction in general education

Throughout the book, relevant research findings from diverse fields—including genetics, neuroscience, cognitive science, linguistics, and education—show teachers the why behind the how. And the extensive instructional guidelines, applicable across school settings and specific curricula, offer innovative approaches to practice that will help teachers successfully meet the needs of individual students. An essential part of every teacher's preparation, this text ensures that educators are ready to deliver effective, individually tailored instruction to students with dysgraphia, dyslexia, and oral and written language disabilities.

Informazioni sull?autore

Virginia W. Berninger, Ph.D., Professor and Research Affiliate, Educational Psychology, Center on Human Development and Disability, University of Washington, Box 353600, Seattle, Washington 98195

Dr. Berninger received her Ph.D. in psychology at Johns Hopkins University and has had a career informed both by translation science (bridging basic research and application to practice) and interdisciplinary contributions to assessment, diagnosis, and treatment, including instruction. As a professor at the University of Washington, Dr. Berninger has been the principal investigator of research grants on typical and disabled language learning funded by theEunice Kennedy Shriver National Institute of Child Health and Human Development and also the co-investigator of a research grant on math development and instruction funded by the U.S. Department of Education. This interdisciplinary research has been informed by Dr. Berninger's prior teaching experience (in urban, suburban, and rural settings in general and special education and at the elementary and secondary levels); training in clinical psychology and experience as a licensed psychologist (in assessment of developmental and learning disabilities); and ongoing consultation with schools, teachers, and parents for more than 30 years. Her current efforts focus on evidence-based, treatment-relevant differential diagnosis of specific learning disabilities and professional development for teachers and other professionals in schools and outside schools who influence school practices.

Beverly J. Wolf, M.Ed., Director, Slingerland® Institute for Literacy, 12729 Northup Way, Suite 1, Bellevue, Washington 98005

Ms. Wolf received her M.Ed. in education at Seattle Pacific University and brings to this collaborative effort experience as a classroom teacher, principal of an elementary school for children with dyslexia, Dean of Faculty for the Slingerland® Institute for Literacy, and an educational consultant providing professional development nationally and locally on structured language teaching. She has authored articles and books about dyslexia, creative activities for the classroom, and language-related guides for teachers. Ms. Wolf is a member of the Council of Advisors of the International Dyslexia Association (IDA), a past secretary and board member of IDA, the recipient of the John and Beth Slingerland Award from the Slingerland® Institute, the Beth Slingerland Award from the Puget Branch of the Orton Dyslexia Society (WABIDA), and the Outstanding Educator Award from the Renton School District. Through her professional experiences she has had the good fortune to hold the hands of teachers whose professional expertise and experience helped shaped her own work as she in turn shared with them. Ms. Wolf is inspired by her ongoing work with the next generation of teachers. They stimulate her and motivate her to continue to develop materials that make teaching and learning exciting and fun. As she does, she reminds others that students with learning disabilities benefit from the collaboration of many professionals sharing with each other, as captured in this quotation from Hellman and Feibleman (1984, p. xx): "It goes in a circle and always has, like a child's dance of ring around the rosy. If I am any good, the person holding my hand has a chance of being even better."