Why Do English Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilities

Hoover, John J.; Baca, Leonard M.; Klingner, Janette Kettmann

ISBN 10: 1506326498 / ISBN 13: 9781506326498

Editore: Corwin Publishers, 2016

Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 1.09. Codice articolo G1506326498I3N00

Riassunto:

Make the right instructional and eligibility decisions to help your English Learners!

Do your students’ reading difficulties reflect language acquisition issues or a learning disability? Now in an up

Informazioni sugli autori:

John J. Hoover is Associate Research Professor at the University of Colorado Boulder and a former K–12 special educator, teaching diverse students representing multiple languages and cultures in western, southwestern, and mid-western states. He earned a BA in Elementary and Special Education (Intellectual Disabilities), an MA in Learning Disabilities and Emotional Disorders with an emphasis in Reading, and a PhD in Curriculum specializing in Special Education. His research agenda for the past two decades has focused on the topic of culturally and linguistically responsive special education referral and assessment of English language and other diverse learners. He is currently PI on a multi-year grant funded project addressing ELs and multi-tiered supports, special education referral and assessment of culturally and linguistically diverse learners, and graduate level teacher preparation for teaching English language and other diverse learners with and without disabilities. Select recent coauthored/coedited books include: Why do English learners struggle with reading: Distinguishing language acquisition from learning disabilities (Pearson); Linking assessment to instruction in multi-tiered models: A teacher’s guide to selecting reading, writing and mathematics interventions (Pearson); Differentiating learning differences from learning and behavioral disabilities: Teaching diverse learners through multi-tiered response to intervention (Allyn & Bacon); and Methods for teaching culturally and linguistically diverse exceptional learners (Pearson Merrill). He also is co-author of a nationally normed reading test, Early Reading Assessment (Pro-Ed), and of a research-based educator self-assessment and professional development tool, Core ESL Instructional Practices (CEIP) Guide. Recent referred journal publications include: Increasing usage of ESL instructional practices in a rural county elementary school, Rural Educator (2015); Culturally responsive special education referrals of English learners in one rural county school district: Pilot project, Rural Special Education Quarterly (2015), and Reducing unnecessary referrals: Guidelines for teachers of diverse learners, Teaching Exceptional Children (2012).

Leonard M. Baca is Professor Emeritus at the University of Colorado Boulder. He earned an Ed.D. from the University of Northern Colorado and has been a professor of Education at the University of Colorado Boulder since 1973. He has taught courses in bilingual and bilingual special education and served as the program chair. Professor Baca is founder and Executive Director of the BUENO Center for Multicultural Education where he has directed and managed millions of dollars in grant funded projects promoting the education of ELs and students with disabilities. He is author or co-author of numerous publications dealing with English learners with and without disabilities, including the Bilingual special education interface (Merrill) and Methods for teaching culturally and linguistically diverse exceptional learners (Pearson).

Janette K. Klingner was a bilingual special education teacher for ten years before earning a PhD in Reading and Learning Disabilities from the University of Miami. Her recently coauthored or coedited books include Teaching Reading Comprehension to Sudents With Learning Difficulties (Guilford Press), Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners (Merrill/Prentice Hall), Case Studies in the Social Construction of Disability: Minority Students in Special Education (Teachers College Press), Evidence-Based Practices for Response to Intervention (Brookes), and Why Are so Many Minority Students in Special Education?: Understanding Race and Disability in Schools (Teachers College Press).

Dati bibliografici

Titolo: Why Do English Learners Struggle With ...
Casa editrice: Corwin Publishers
Data di pubblicazione: 2016
Legatura: Paperback
Condizione: Good
Condizione sovraccoperta: No Jacket
Edizione: seconda edizione