Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
"This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas/m-/including language arts, math, science, and social studies/m-/as well as general principles of effective instruction that cut across academic domains. Authoritative and up to date, the book also examines the concepts and methods that guide learning disability research and identifies promising directions for future investigation"--
A comprehensive overview of important contemporary issues in the field of reading research from the mid 1980s to mid 1990s, this well-received volume offers readers an examination of literacy through a variety of lenses--some permitting microscopic views and others panoramic views. A veritable "who's who" of specialists in the field, chapter authors cover current methodology, as well as cumulative research-based knowledge. Because it deals with society and literacy, the first section provides the broadest possible view of literacy. The second section defines the range of activities culturally determined to be a part of the enterprise known as literacy. The third focuses on the processes that individuals engage in when they perform the act of reading. The fourth section visits the environment in which the knowledge that comprises literacy is passed on from one generation to the next. The last section, an epilogue to the whole enterprise of reading research, provides apt philosophical reflection.
"The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)"--
Current research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts.
At the founding in 1896 of the first psychological clinic dedicated to children and adolescents, the study of the psychological treatment of young people lagged behind that of adults, and the basic psychopathology underlying mental disorders in this population was largely ignored. Since those early days, the field has evolved steadily and, in recent years, exponentially. The Oxford Handbook of Clinical Child and Adolescent Psychology is a state-of-the-science volume providing comprehensive coverage of the psychological problems and disorders of childhood. International in scope and penned by the discipline's most eminent scientists and practitioners, the handbook begins with a section on conceptual and empirical issues, followed by exceptional content on specific psychiatric disorders such as intellectual disability, externalizing and internalizing disorders, communication disorders, schizophrenia and bipolar disorder, personality disorders, and many more. The third section offers chapters on special problems in childhood and adolescence, including divorce, the incarceration of parents, suicide and non-suicidal self-injury, bullying, and medical illness. A fourth section covers delivery of clinical services in diverse settings, such as schools and prisons, and the handbook concludes with several chapters on emerging trends and future directions for the field. Conceptually rich and evidence-based, this handbook is an essential resource for students, practitioners, and researchers, providing a cutting-edge compendium of the latest theoretical and empirical developments by leaders of the discipline.
Comprehensive, readable, and filled with numerous authentic examples, The Handbook of Reading Assessment addresses the continuum of reading assessments from informal, classroom-based to high-stakes formal testing. This book is unique in its comprehensive, balanced, and timely coverage of key issues and challenges in assessment of reading. Designed for use by advanced undergraduates and graduates in general education, reading education, special education, and school psychology, this much-needed resource addresses the wide range of reading assessments educators must be able to use and understand to effectively assess, instruct, and to communicate across disciplines. Separate chapters focus on informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or 'high-stakes' testing. Each of these chapters concludes with useful tables listing some of the most commonly used assessments and their psychometric properties.
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
A Handbook on Systematic Training Programs for Individuals with Learning Disabilities
Author: Rachel Schiff
This book reviews systematic training programs that are designed to enhance the language, reading, literacy and cognitive skills of individuals with Learning Disabilities in various disciplines. Most titles on Learning Disabilities intervention often focus on the linguistic area of the disability, while there are many more areas of difficulty. Students with learning disabilities struggle with such as math, cognitive abilities, and organizational skills. Adopting a multi-disciplinary approach, this book encompasses a wide variety of remedial treatments and therapies developed by expert researchers and scholars in the Learning Disabilities area.
Built on a case-study approach to reading diagnosis, this classroom-based resource features strong research, a theoretical foundation and a developmental, constructivist perspective of literacy. In this fourth edition, the authors offer an Instructional Approach that consistently helps the reflective practitioner connect diagnosis with instructional planning. It provides many more cases from actual students and classrooms than other diagnosis books, as well as a strong research and theoretical grounding for practice. The authors introduce readers to early literacy screening, running records, informal reading inventories, miscue analysis, assessment issues related to national and state initiatives and much more.
This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.
Everyone loves summer-except reading teachers. Kids take a vacation from books and those with limited access to books lose ground to their peers. You may have thought there's nothing you can do about it, but there is. No More Summer-Reading Loss shows how to ensure that readers continue to grow year round. School-based practitioners Carrie Cahill and Kathy Horvath join with renowned researchers Anne McGill-Franzen and Dick Allington to help you make summer readers out of every student. You'll stop summer-reading loss as they help you: identify practices that inadvertently contribute to it understand the research on its implications and its prevention take research-based action with 8 instructional strategies. Building independence. Keeping kids on grade-level. Closing the achievement gap. These are just a few of the valuable outcomes that No More Summer-Reading Loss can support. Most importantly, it will help you pass on a love of reading that knows no season and gives readers confidence when they return in the fall. About the Not This, But That Series No More Summer-Reading Loss is part of the Not This, But That series, edited by Nell K. Duke and Ellin Oliver Keene. It helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarize what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning. Read a sample chapter from No More Summer-Reading Loss.
Intellectual disability nurses can be found working and supporting people in a variety of different care contexts. These include the healthcare system, social care and education, as well as the private sector (including voluntary and not for profit organizations). There are also many disciplines that support these areas where practitioners also work closely with people who have learning and intellectuial disabilities. The Oxford Handbook ofLearning and Intellectual Disability Nursing is a practical, easily accessible, informative and up-to-date quick reference guide for students and practitioners of intellectual disability nursing who require guidance on the specific nursing care needs of patients with a learning or intellectualdisability.
This new edition of the Oxford Handbook of Learning and Intellectual Disability Nursing has been fully updated, with a greater focus on older people with learning and intellectual disabilities and mental health issues, as well as bringing all recommendations in line with current guidelines. Since the first edition of this book was published, services for people with learning disabilities and their families have become more community-based, and the demography of the population of people with learning disabilities has changed to include many older people, and children and young adults with complex physical health needs. This handbook provides clear information for readers on practical steps that may be taken to actively engage with people who have learning disabilities, to enable effective care in which they are involved as much as possible with decisions that affect them. This book also covers differences in legislation and social policy across the constituent countries in the United Kingdom and Ireland, including changes that have been implemented since serious case reviews into institutional abuse. An emergencies section provides key information at critical times in practice. The chapter on practice resources has been fully revised to bring together the latest tools to support nurses, complete with links for easy access. Written by experienced practitioners who are recognised experts in their areas of speciality, the Oxford Handbook of Learning and Intellectual Disability Nursing is an invaluable guide for students, community and hospital based nurses, and all those who work with people with intellectual disabilities as part of a multidisciplinary team.