Speaking Reading And Writing In Children With Language Learning Disabilities 1st edition by Dolores,Kenn Apel,Elaine Silliman,Katharine Butler 9780585390550 058539055X

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ISBN 10:058539055X 
ISBN 13:9780585390550
Author:Dolores,Kenn Apel,Elaine Silliman,Katharine Butler

The ability to use language in more literate ways has always been a central outcome of education. Today, however, “being literate” requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.

Speaking Reading And Writing In Children With Language Learning Disabilities 1st Table of contents:

PART I: PERSPECTIVES ON LANGUAGE, LITERACY, AND DIVERSITY

1. THE TIME HAS COME TO TALK OF MANY THINGS

OVER THE BRINK OF THE MILLENIUM: THE STATE OF LITERACY LEARNING

THE CENTRAL ROLE OF LANGUAGE IN LITERACY LEARNING

REFERENCES

2. RESEARCH ON READING AND READING PROBLEMS: FINDINGS, LIMITATIONS, AND FUTURE DIRECTIONS

NEUROSCIENCE RESEARCH

PSYCHOLOGICAL/EDUCATIONAL RESEARCH

WHAT DO WE KNOW?

REFERENCES

3. THE LANGUAGE BASIS OF READING: IMPLICATIONS FOR CLASSIFICATION AND TREATMENT OF CHILDREN WITH READING DISABILITIES

WORD RECOGNITION

COMPREHENSION

LANGUAGE IMPAIRMENTS AND READING DISABILITIES

CLASSIFYING READING DISABILITIES

EDUCATIONAL IMPLICATIONS

APPENDIX

REFERENCES

4. BEYOND DECODING: CRITICAL AND DYNAMIC LITERACY FOR STUDENTS WITH DYSLEXIA, LANGUAGE LEARNING DISABILITIES (LLD), OR ATTENTION DEFICIT–HYPERACTIVITY DISORDER (ADHD)

WHAT IS LITERACY?

MENTAL MODELING FOR CRITICAL / DYNAMIC LITERACY

LANGUAGE DEFICITS AFFECTING CRITICAL AND DYNAMIC LITERACY

TYPES OF READING DIFFICULTIES

REFERENCES

5. LANGUAGE VARIATION AND STRUGGLING READERS: FINDING PATTERNS IN DIVERSITY

LANGUAGE VARIATION AND SOCIAL DIALECT DIVERSITY

THE NEW STANDARDS FOR LANGUAGE AND LITERACY LEARNING

DIALECT VARIATIONS IN AFRICAN AMERICAN STUDENTS AND PHONOLOGICAL PROCESSING

THE OVERLAP BETWEEN SAE VARIETIES AND AAVE

CHILDREN’S DEVELOPMENT OF AAVE

WHAT MIGHT BE THE ROLE OF PHONOLOGICAL REPRESENTATIONS IN THE STRUGGLE TO READ?

REFERENCES

PART II: THE CLASSROOM AS CONTEXT—NEW INSTRUCTIONAL DIRECTIONS

6. CLASSROOM DISCOURSE: A KEY TO LITERACY

LITERACY, LANGUAGE, AND SCHOOL FAILURE

SOME KEY FEATURES OF “BOOK LANGUAGE”

PATTERNS OF CURRENT CLASSROOM DISCOURSE

POSSIBLE MODIFICATIONS IN CLASSROOM DISCOURSE

REFERENCES

7. PROMISES AND PITFALLS OF SCAFFOLDED INSTRUCTION FOR STUDENTS WITH LANGUAGE LEARNING DISABILITIES

ORIGINS AND EVOLUTION OF THE SCAFFOLDING METAPHOR

HOW AND WHY DOES SCAFFOLDING WORK?

POTENTIAL CHALLENGES FOR CHILDREN WITH LANGUAGE LEARNING DISABILITIES

MAXIMIZING THE POTENTIAL OF SCAFFOLDED INSTRUCTION FOR THE CHILD WITH LLD

REFERENCES

8. THE ROAD LESS TRAVELED: PREVENTION AND INTERVENTION IN WRITTEN LANGUAGE

PROVIDE EXEMPLARY WRITING INSTRUCTION

TAILORING WRITING INSTRUCTION TO MEET THE NEEDS OF CHILDREN EXPERIENCING WRITING DIFFICULTIES

INTERVENE EARLY

EXPECT THAT EACH CHILD WILL LEARN TO WRITE

IDENTIFY AND ADDRESS ACADEMIC AND NONACADEMIC ROADBLOCKS

TAKE ADVANTAGE OF TECHNOLOGICAL TOOLS FOR WRITING

REFERENCES

9. A FORK IN THE ROAD LESS TRAVELED: WRITING INTERVENTION BASED ON LANGUAGE PROFILE

WRITING PROBLEMS AS LANGUAGE PROBLEMS: IMPLICATIONS FOR WRITING INTERVENTION

REFERENCES

10. “HANGING WITH FRIENDS”: MAKING SENSE OF RESEARCH ON PEER DISCOURSE IN CHILDREN WITH LANGUAGE AND LEARNING DISABILITIES

BRIEF HISTORY

MODEL BUILDING

MODEL OF SOCIAL INFORMATION PROCESSING

METHODS FOR STUDYING PEER TALK

REFERENCES

11. COMMUNICATING WITH PEERS IN THE CLASSROOM CONTEXT: THE NEXT STEPS

SOCIAL INTERACTION DIFFICULTIES OF CHILDREN WITH LLD

STRATEGIES FOR ASSESSMENT OF SOCIAL COMMUNICATION IN CHILDREN

ENHANCING SOCIAL COMMUNICATION IN CHILDREN: INSTRUCTIONAL STRATEGIES

REFERENCES

12. TECHNOLOGY AND LITERACY: DECISIONS FOR THE NEW MILLENNIUM

THE ROLE OF TECHNOLOGY IN LITERACY DEVELOPMENT

GENERAL WRITING SKILLS

SPELLING

REFERENCES

PART III: LEGAL AND POLICY ISSUES IN SPECIAL EDUCATION AND POSTSECONDARY EDUCATION

13. LEGAL, ADMINISTRATIVE, AND POLICY ISSUES IN SPECIAL EDUCATION

PROCEDURAL ISSUES

SERVICE DELIVERY ISSUES

REMEDIES FOR A FAILURE TO PROVIDE APPROPRIATE SERVICES

ANTI-DISCRIMINATION LAWS

MANAGING THE LEGAL SYSTEM

REFERENCES

14. LEGAL ISSUES IN SERVING POSTSECONDARY STUDENTS WITH DISABILITIES

LAWS IMPACTING ON HIGHER EDUCATION

SOME CRITICAL COMPARISONS

WHO IS DISABLED UNDER SECTION 504 AND THE ADA?

ACCOMMODATIONS AND ACADEMIC ADJUSTMENTS

INSTRUCTION OF COLLEGE AND UNIVERSITY STUDENTS WITH DISABILITIES

 

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