Multisensory Teaching of Basic Language Skills

Multisensory Teaching of Basic Language Skills

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.WHATâ??S NEW: New chapters on pre-kindergarten literacy, executive function, and math learning disabilities Content now aligns with the 2018 IDA Knowledge and Practice Standards for Teachers of Reading and prepares students for the IDA certification exam Updated with the latest research in the field New insights and guidance on technology woven throughout the book Online companion materials and resources for many chapters More student-friendly features (see below) SELECTED TOPICS COVERED: structured literacy instruction * oral language development * pre-k literacy * alphabet knowledge * phonemic awareness * decoding * spelling * handwriting * fluency * vocabulary instruction * reading comprehension * composition * assessment * executive function * math learning disabilities * effective learning environments * lesson planning * instruction for English language learners * instruction for older students and high-functioning adults STUDENT-FRIENDLY FEATURES: Chapters now include learning objectives, an end-of-chapter Knowledge and Skill Assessment, reflection questions interspersed throughout, and new vignettes and case studies. The online companion materials feature sample lesson plans, answer keys, and other resources for further reading and reference. Listed by the National Council on Teacher Quality’s 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction!Explore the companion activity book!

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Editorial Reviews

Review

? [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, Ph.D. –This text refers to the hardcover edition.

About the Author

Judith R. Birsh is an Ed.D. A qualified instructor and a certified academic language therapist. When she met her first student who read poorly, she believed that well-prepared, informed teachers were the major influence on effective instruction in the field of reading. A quest to find answers to a puzzle led to a master’s degree in reading and a doctorate in reading and language. She became a Certified Academic Language Therapist and Qualified Instructor after training with Aylett R. Cox in Dallas, Texas. She co-edited the fourth edition of Multisensory Teaching of Basic Language Skills with Suzanne Carreker. She received two awards in 2008, one from The International Dyslexia Association and the other from the Academic Language Therapy Association.

Suzanne Carreker is a researcher at CALT-QI. In 2015, she joined Lexia Learning as Principal Educational Content Lead, where she spearheaded the curriculum design of a reading program for struggling adolescents. Neuhaus Education Center is a nonprofit organization in Houston, Texas. She co-edited the fourth edition. Basic language skills are taught in multisensory ways. Judith Birsh and Paul H. Brookes Publishing Co. The International Dyslexia Association gave Dr. Carreker a Lifetime Achievement Award for her dedication to excellence and advocacy for people with dyslexia.

Louisa Cook Moats, Ed.D., has published many book chapters, journal articles, and policy papers on reading instruction. Formerly Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, Dr. Moats is now an independent consultant and writer who specializes in the professional development of teachers of reading and writing. Dr. Moats spent the 1996-1997 school year as a visiting scholar at the Sacramento County Office of Education, where she authored and presented leadership training materials on early reading for the California State Board of Education. These materials are now required content in all of the professional development programs conducted under Assembly Bill 1086 in California. Dr. Moats received her Bachelor of Arts degree from Wellesley College, her Master of Arts degree from Peabody College of Vanderbilt University, and her doctorate of education in reading and human development from the Harvard Graduate School of Education. She worked as a teacher, neuropsychology technician, and specialist in learning disorders prior to her doctoral training. She was a licensed psychologist in private practice for 15 years in Vermont and a graduate instructor both at Harvard and at St. Michael’s College in Winooski, Vermont, where she developed innovative courses for teachers linking the disciplines of linguistics and reading education. Specializing in reading development, reading disorders, spelling, and written language, she has written and lectured widely throughout the United States and abroad. She has taught courses in teacher education at the Greenwood Institute in Putney, Vermont, and at Simmons College in Boston. Her publications include this text’s companion workbook, Speech to Print Workbook: Language Exercises for Teachers (Paul H. Brookes Publishing Co., 2003); journal articles; book chapters; a classroom basal spelling program; a book titled Spelling: Development, Disability, and Instruction (York Press, 1995); and a book for parents, co-authored with Susan L. Hall, Straight Talk About Reading: How Parents Can Make a Difference in the Early Years (Contemporary Books, 1999).

Kay A. Allen is a teacher. Ms. Allen was the Executive Director of the Neuhaus Education Center from 2000 to 2007. She is a member of the International Multisensory Structured Language Education Council. Spelling and reading are multisensory. The Neuhaus Education Center was built in 1993. The Houston Branch of The International Dyslexia Association gave her the Nancy LaFevers Community Service Award.

Virginia W. Berninger, Ph.D., 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 the Eunice 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.

Susan H. Blumenthal is an Ed.D. Adults and adolescents with learning difficulties and academic work output problems can receive psychoeducational evaluations. She started a program at the Institute for Contemporary Psychotherapy to train therapists to work with people with learning disabilities. She has trained teachers at a number of colleges.

Dr. Elsa Cárdenas-Hagan is a bilingual speech and language pathologist, a certified teacher, dyslexia therapist, certified academic language therapist and a qualified instructor. She is the President of the Valley Speech Language and Learning Center in Brownsville, Texas and works with the Texas Institute for Measurement, Evaluation and Statistics at the University of Houston. Elsa has spent the last 2 decades working with national research teams designing assessments and interventions for English learners who struggle with learning to read. She has a passion for ensuring that every child in schools across the world has access to a highly qualified educator who can implement effective language and literacy instruction to diverse populations. Elsa has also dedicated her time and expertise to many organizations. She serves as the Chairperson of the National Joint Committee on Learning Disabilities, she is a Past-Vice- Chairperson of the International Dyslexia Association, Past Chairperson of the Texas State Board for Speech Pathology and Audiology and Past Chairperson of the Texas State Dyslexia Advisory Board. She has also served as a board member of the Academic Language Therapy Association, Southwest Regional Education Laboratory and Texas Comprehensive Center at the American Institutes for Research. Elsa has served her local community as Co-Founder of Brownsville READS! She is recognized for her reading reform efforts at the local, state, national and international levels. Elsa has written many scholarly articles, curricular programs, and book chapters related to language and literacy development among English learners. It is her hope that pre-service teachers will have the opportunity to learn evidence-based practices for teaching literacy to all students, including those who are English learners and struggle with learning to read. Elsa has been recognized for her dedication to persons with dyslexia. She is the recipient of the Margaret Byrd Rawson Lifetime Achievement Award by the International Dyslexia Association, the Dr. Luke Waites Award of Service to persons with Dyslexia by the Academic Language Therapy Association and the Champion of Dyslexia Award by the Texas Education Agency.

Dr. Cheesman, who has worked in the field of dyslexia education since 1990, earned credentials as a Qualified Instructor of Academic Language Therapists at Columbia University and is certified as a Dyslexia Therapist by the International Dyslexia Association (IDA). She has presented lectures and workshops throughout the United States, Canada, and Kuwait. An active member of the Global Partners of IDA, Dr. Cheesman received a Fulbright Specialist Grant to develop Institutional Accreditation Standards for dyslexia organizations worldwide.

Nancy White is an Ed.D. She is a clinical professor at the University of California at San Francisco and also teaches classes in child and adolescent psychiatry. She has used multisensory structured language to teach students. She was 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 800-273-3217 Dr. White is a Certified Academic Language Therapist, Board-Certified Educational Therapist, certified Slingerland teacher training course instructor, and a dyslexia consultant in her private practice. She is a Literacy Intervention Consultant and Case Manager for the Lexicon Reading Center. The International Dyslexia Association gave the Lifetime Achievement Award to Dr. Cushen White, who was a member of the California Department of Education. She was the President of the Northern California Branch of the IDA. She is the editor of the National Joint Committee on Learning Disabilities. The Examiner. IDA’s monthly online newsletter, board member of the Alliance for Certification and Accreditation, advisory board member for IDA’s Northern California Branch, and an advisor for PENs student- led SAFE Voices branch.

M.A., Carolyn DeVito. A long time professional in the field of early childhood education. She has worked with children for over 40 years. A National Association for the Education of Young Children accredited center, the Montclair Community Pre-K has been led by Ms. DeVito for the past 20 years. The Center for the Study of Social Policy identified it as an exemplary program in the Strengthening Families Initiative. A member of the faculty at a New Jersey university, Ms. DeVito teaches courses in the field of early childhood education.

Mary L. Farrell is a doctor. She received her PhD from Columbia University. She is a professor at Fairleigh Dickinson University, where she directs the Center for Dyslexia Studies, through which FDU’s International Multisensory Structured Language Education Council (IMSLEC) and International Dyslexia Association (IDA) are accredited. The Regional Center for Students with Learning Disabilities is a comprehensive support program for colleges students with learning disabilities.

She is an Ed.D. Hunter’s learning disabilities graduate program was founded in 1980. The HC Learning Lab was established in 1996 as an Exemplary LD Program. The special education training for The Edison Schools was developed by Professor Garnett. She served on editorial boards and consulted with a wide variety of public and private schools.

Monica Gordon-Pershey is an Ed.D. He is an associate professor in the School of Health Sciences at Cleveland State University. She holds a doctorate in language and literacy instruction and is a certified speech-language pathologist. She focuses on language development and disorders. She has over 130 articles, book chapters, and presentations.

Ms. Hennessy works as a literacy consultant and is an experienced teacher, diagnostician and administrator. Nancy has worked with both general and special teachers. She led a state-of-the-art professional development program for all teachers and provided leadership in the development of innovative curriculum for special needs students. She was a Wilson Language Lead Trainer and National Trainer. Language is essential for teachers of reading and spelling. LETRS; Sopris-West.

Nancy has given keynote addresses, workshops, and training on topics such as professional development, strategic planning, and components of skilled reading and writing. The AIM Institute of Learning & Research and the North Carolina Department of Public Instruction have professional development offerings on reading instruction. Nancy has focused on delivering virtual and in-person professional learning opportunities focused on reading comprehension.

Nancy co-authored the second revision. Teaching Text Comprehension is digging for meaning. Chapter 15 is called Working with WordMeaning: Vocabulary Instruction. Basic language skills are taught in multisensory ways. The fourth edition (Birsh & Carreker, 2018).

Nancy has held various positions for the IDA, including President, Branch Council Chair, and National Conference Chair. She was a member of the National Joint Committee for Learning Disabilities. She received the Margaret Rawson Lifetime Achievement Award from the IDA in 2011.

The person isMarcia K. Henry. He has more than 40 years of experience working in the field of reading and learning disabilities. Dr. Henry received her PhD in educational psychology. She was a professor in the Division of Special Education at San Jose State University when she retired in 1995. Dr. Henry was a research scholar at the University of Trondheim in 1991. At regional, national, and international conferences, Dr. Henry talks about intervention strategies for dyslexic learners. She writes for a variety of professional journals and serves on the editorial boards of several of them. Dr. Henry teaches at the University of New Mexico, the University of Pittsburgh, and the University of Minnesota-Duluth. She consults with several school districts and states on informed reading instruction and provides teacher training related to the teaching of reading and related language arts. The author of teaching materials for integrated decoding is Dr. Henry. She was a past president of the IDA. She received a lifetime achievement award from the IDA in 2000. She spends a lot of her time writing on the island. She is a tutor at the island’s two-room elementary school. She wrote a book for IDA’s 50th anniversary.

Larry E. Hess is a Psy.D. A psychologist in independent practice has more than 20 years of experience in assessing toddlers, children, adolescents, and young adults. He talks about assessment and learning disorders. He graduated from the University of Chicago and the Illinois School of Professional Psychology. He trained at the University of Chicago Medical Center, the University Counseling Center and the Child and Adolescent Program. He is a member of a number of organizations.

Judith C. Hochman is an Ed.D. He is the founder of The Windward Teacher Training Institute in White Plains, New York. She was the Head of The Windward School in White Plains, New York, an independent school for students with learning and language disabilities. The Greenburgh-Graham Union Free School District was led by Dr. Hochman.

Betsy MacDert-Duffy is an M.S.Ed. He is the Director of Language Arts and Instruction at The Windward School, which is located in Westchester County. Several articles have been published in professional magazines. Language and literacy are topics of discussion. The International Dyslexia Association is an official publication. She is the author of a book. Teaching basic writing skills. It was published by Voyager-Sopris Learning. Ms. Duffy is a consultant for educational companies, as well as presenting at conferences on reading, writing, and vocabulary strategies, as well as executive functioning and the Common Core State Standards. She is a teacher trainer for the International Multisensory Structured Language Education Council. She has a master’s degree in learning disabilities, is certified in advanced graduate study of staff development, and earned a master’s degree in school administration and supervision.

Eileen S. Marzola is an Ed.D. She received her PhD in special education from Columbia University. She taught for more than 35 years at every level from kindergarten through graduate school and has conducted numerous staff development trainings for those interested in improving instructional strategies for struggling learners. Dr. Marzola has published articles in professional journals and chapters in books about learning disabilities, as well as being a keynote speaker at many national and international conferences. She won the New York State Teacher of the Year Award. Dr. Marzola served on the Board of Directors of the New York Branch of the International Dyslexia Association. She was a member of the Board of Directors of Everyone Reading in New York and created and presented a webinars for the New Jersey Department of Education.

Graham F. Neuhaus is a doctor. She is a faculty member of the Psychology Department of the University of Houston?Downtown, where she teaches, mentors, and conducts research in the area of automaticity and reading fluency.

LucyHartPaulson, M.S., Ed.D. A speech-language pathologist and literacy specialist with years of experience working with young children and their families and teachers in public school, Head Start, private, and university settings. She blends areas of language, literacy, and social communication together, resulting in effective and engaging learning opportunities for children and valuable foundations for teachers. She is the lead author. Language essentials for teachers of reading and spelling are in the second edition. Voyager Sopris Learning Early literacy and language skills are important. pris West is a resource and activity guide for young children. Good talking words. There is a social communication skills program for preschool and kindergarten. Dr. Paulson shared responsibilities for teaching, supervising, research, and service on the faculty of the Communicative Sciences and Disorders Department at the University of Montana.

Eve Robinson is an M.S.Ed. Eve Robinson has worked in the field of early childhood for more than 30 years. She led an exemplary early childhood center for 13 years as it became nationally and internationally known for its educational approach as well as its support of families. The Center for the Study of Social Policy Strengthening Families Initiative recognized the MCPK as an exemplary center. Ms. Robinson is also a professor at the university and a member of the Board of Education.

Jean Schedler is a doctor. sustainable reading workshops and school-based programs are developed and implemented by partners with schools. Her work focuses on the intersection of reading curriculum and professional learning. The IDA Branch President was Dr. Schedler. Her experience includes classroom teacher, reading director in a private school for special needs, and teacher trainer across grade levels. Dr. Schedler works with schools, training centers, and educational organizations.

Robin Anderson Singer is a musician. Prospective teachers are prepared for early literacy, early childhood, and special education. She was the lead teacher of the Language enrichment program at Pascack Hills High School, which was created by the Neuhaus Education Center. She received her M.A. in the education of children with learning disabilities at Teachers College, Columbia University. She is a community college faculty member.

Lydia H. Soifer is a doctor. A faculty member of the Early Intervention Training Institute of the Children’s Evaluation and Rehabilitation Center of the Montefiore Hospital Medical Center is also an assistant professor of pediatrics at Albert Einstein College of Medicine. The dynamic among the factors that influence a child’s ability to learn has been the focus of Dr. Soifer’s work. Her approach is cognitive-linguistic in nature, with an emphasis on the role of both the teacher’s trained and conscious use of language and the student’s language abilities in effective teaching and learning. She frequently presents at national and local conferences and offers courses on language, literacy, and learning, as well as training in her program. Language Dynamics in the classroom.

Gloria Trabucco is a M.A. He has been an administrator for 40 years. Developing the curriculum was one of the most rewarding challenges of her career. She is happy that the field of early childhood education is getting the recognition it deserves.

Colleen Uscianowski is a candidate. He is a lecturer at Hunter College and Teachers College. Luminous Learning is a company that creates specialized math materials for students with disabilities. She is finishing her PhD in Cognitive Studies in Education at Columbia University. Her research focuses on early childhood math for struggling learners.

–This text refers to the hardcover edition.

Excerpt. © Reprinted by permission. All rights reserved.

https://archive.brookespublishing.com/documents/Birsh_4e_excerpt.pdf

–This text refers to the hardcover edition.

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