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Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia

Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia

by Virginia W. Berninger and Beverly J. Wolf

Foreword by Vincent C Alfonso, R. Malatesha Joshi and Elaine R. Silliman

Published by: Brookes Publishing Co.

Imprint: Brookes Publishing Co.

320 Pages, 152.00 × 229.00 mm

Digital (delivered electronically)
9781681250120
Published: January 2016

Description
Contents
Authors

How can teachers provide effective instruction for students with learning disabilities while meeting the needs of all students? The second edition of this accessible text gives K–12 educators research-based answers, straight from two highly respected voices in the field. The first teacher training text to cover all four learning disabilities that require differentiated instruction—dysgraphia, dyslexia, dyscalculia, and oral and written language learning disability (OWL LD)—this book prepares educators to deliver explicit and engaging instruction customized to the needs of their students. Critical insights from diverse fields blend with lessons learned from actual teaching experience, making this an ideal preservice text and a great in-service professional development tool.
THE BOOK TEACHERS NEED TO

strengthen instruction with current research findings from many fields—including genetics, neuroscience, linguistics, and education
help all students (including students with specific learning disabilities) develop oral and written language skills and proficiency with math concepts and problem solving
use differentiated instruction to organize their classrooms, routines, and lesson plans
uncover both the why and the how of differentiated instruction, so they can adapt their teaching techniques as needed
meet Common Core State Standards while addressing the learning needs of individual students
apply a specific instructional framework that helps students overcome working memory inefficiencies and related problems
create a positive learning environment that promotes intellectual engagement and social emotional development

WHAT'S NEW: A timely new chapter on using technology for accommodations and explicit instruction * Research Lessons that demystify new findings * Teaching Tips featuring educators' voices of experience * more on in-service preparation for educators on interdisciplinary school teams * guidelines on addressing current challenges in the field * coverage of specific learning disabilities related to math * recommended practices for meeting Common Core State Standards *

About the Authors
Foreword Vincent C. Alfonso
Foreword R. Malatesha Joshi
Foreword Elaine R. Silliman
Preface
Acknowledgments

I Translation Science: Situating the Present in the Past and Future for Specific Learning Disabilities

Historical Context for Current Issues in Specific Learning Disabilities
Current and Future Directions in Defining and Differentiating Specific Learning Disabilities
II Translating Research Lessons into Teaching Tips for Developing Students K—12
Linking Assessment to Instruction for Handwriting
Appendix 3A Assessment of Handwriting and Related Skills
Appendix 3B Instructional Resources for Handwriting and Related Skills
Appendix 3C Teacher Resources for Reaching Out to Parents

Assessment-Instruction Links for Word Reading/Spelling and Related Language Processes
Appendix 4A Assessment of Word Reading, Spelling, and Related Skills
Appendix 4B Instructional Resources for Word Reading, Spelling, and Related Skills
Appendix 4C Instructional Programs Developed for Students with Specific Learning Disabilities
Appendix 4D Teacher Resources for Word Reading and Spelling

Assessment-Instruction Links for Listening and Reading Comprehension and Oral and Written Language Expression
Appendix 5A Assessment of Listening and Reading Comprehension, Oral and Written Expression, and Related Skills
Appendix 5B Instructional Resources for Listening and Reading Comprehension, Oral and Written Expression, and Related Skills at the Vocabulary, Syntax, and Text Levels
Appendix 5C Teacher Resources

Assessment-Instruction Links for Math Concepts, Computations, and Problem Solving
Appendix 6A Assessment of Math Concepts, Computations, Problem Solving, and Related Skills
Appendix 6B Instructional Resources for Math Concepts, Computations, Problem Solving, and Related Skills
Appendix 6C Teacher Resources
III Systems Approaches to Schools, Families, and Learners with Specific Learning Disabilities
Classroom Organizational and Social-Emotional Climate Issues
Teaching Across the Content Areas of the Curriculum
Systems Approach to Teaching and Learning
Appendix 9A Instructional Resources for Executive Functions

Co-occurring Specific Learning Disabilities and Twice-Exceptional Students
Use of Technology in Teaching
IV New Beginnings in Teaching Students with and without Specific Learning Disabilities
Preservice and In-Service Professional Development for All Educationally Relevant Disciplines
Appendix 12A Resources and Model to Prepare Preservice General Education Teachers and Other Educational Professionals for Teaching Students with Specific Learning Disabilities

Cross-Disciplinary Communication and Collaboration
Free Appropriate Public Education for All Students, with and without Specific Learning Disabilities
Appendix 14A Common Core Standards for Educational Policy Makers, Lawyers, Legislators, and Government Regulators: A Team Approach

References
Index

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.

Beverly J. Wolf, M.Ed., Director, Slingerland® Institute for Literacy, 12729 Northup Way, Suite 1, Bellevue, Washington 98005
Ms. Wolf received her M.Ed. in education at Seattle Pacific University and brings to this collaborative effort experience as a classroom teacher, principal of an elementary school for children with dyslexia, Dean of Faculty for the Slingerland® Institute for Literacy, and an educational consultant providing professional development nationally and locally on structured language teaching. She has authored articles and books about dyslexia, creative activities for the classroom, and language-related guides for teachers. Ms. Wolf is a member of the Council of Advisors of the International Dyslexia Association (IDA), a past secretary and board member of IDA, the recipient of the John and Beth Slingerland Award from the Slingerland® Institute, the Beth Slingerland Award from the Puget Branch of the Orton Dyslexia Society (WABIDA), and the Outstanding Educator Award from the Renton School District. Through her professional experiences she has had the good fortune to hold the hands of teachers whose professional expertise and experience helped shaped her own work as she in turn shared with them. Ms. Wolf is inspired by her ongoing work with the next generation of teachers. They stimulate her and motivate her to continue to develop materials that make teaching and learning exciting and fun. As she does, she reminds others that students with learning disabilities benefit from the collaboration of many professionals sharing with each other, as captured in this quotation from Hellman and Feibleman (1984, p. xx): "It goes in a circle and always has, like a child's dance of ring around the rosy. If I am any good, the person holding my hand has a chance of being even better."