Written by leading experts in the field, Language and Reading Disabilities, Second Edition, is the most up-to-date book on the nature and treatment of reading disabilities. Increased evidence has continued to mount in support of the language basis of reading disabilities and much has been learned in the past decade about how children learn to read. With a strong clinical and research basis, the book provides a broad perspective of language problems associated with reading disabilities. It includes the latest theories of reading development, causes of reading disabilities, developmental changes in reading disabilities, and theoretically-motivated research to improve phonological processing, decoding, comprehension, writing, and spelling abilities. The book compares spoken and written language and notes similarities and differences. The acquisition of reading and reading-related language abilities are discussed. In the second half of the book, recognized experts in the areas of assessment and remediation of reading and writing disorders discuss the identification, assessment, and treatment of reading and writing disorders.

Make appropriate instructional and eligibility decisions for English language learners! This research-based guide offers educators and service providers proven methods for determining when ELLs are having reading difficulties that are related to language acquisition and when students’ performance issues might be linked to learning disabilities. The book provides an overview of the language acquisition process and outlines: Assessment techniques for identifying learning disabilities and measuring proficiency in English Instructional tips for working with ELLs who struggle with reading  A multi-tiered, data-driven intervention model to assist in determining a student’s learning needs  The role of Response to Intervention (RTI)       

Product Description: Reading disability and illiteracy are among the most pressing educational issues facing the United States today. At least 40 percent of America's fourth-graders are unable to read at grade level and a similar proportion of adults read at the lowest two levels of prose literacy...read more

Product Description: Reading disability and illiteracy are among the most pressing educational issues facing the United States today. At least 40 percent of America's fourth-graders are unable to read at grade level and a similar proportion of adults read at the lowest two levels of prose literacy...read more

Discusses the ways learning disabilities are assessed and treated in American school systems (view table of contents)

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The identification of poor readers as “learning disabled” can be the first of many steps toward consigning students to a lifetime of reading failure. The very label that is meant to help children often becomes a burden that works against effective learning throughout their schooling.In this book, the authors identify the dangers of labeling children as reading or learning disabled, contending that a “reading disability” is not a unitary phenomenon. In order to diagnose and help children, educators and parents need to understand the multiple sources of reading difficulty before they can choose appropriate means to correct it.Drawing on recent research in cognitive psychology, the authors present a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans. Laid out in terms that are readily comprehensible to parents and practitioners, the model outlines the phases that are characteristic of the path to proficient reading, then describes five ways in which disabled readers may stray from this path. The key to the authors’ work lies in fact that youngsters who stray from the path of normal reading acquisition often are not distinguishable from other children who are classified as “poor readers” rather than as “learning disabled.” This model is an especially useful one for practitioners because it both provides a broader view of reading disability than have many previous models and shows how reading disability relates to normal reading acquisition. Using illustrative case studies, the authors describe the five types of reading disabilities, explain how to properly assess them, and suggest ways to conquer them. (view table of contents)