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 childre

Off Track: When Poor Readers Become ""Learning Disabled""

Education & Teaching

Sternberg, Robert

Spear-Swerling, Louise

Schools & Teaching

Routledge

Perspectives On Learning Disabilities: Biological, Cognitive, Contextual

Politics & Social Sciences

Social Sciences

More children than ever before are being labeled as learning disabled (LD), including some who in the past would have been labeled mentally retarded. At the same time, the category of gifted learning disabled has become widely accepted, and some parents as well as teachers are trying to have their children labeled as LD in order to render them eligible for special services. But despite the reliance on the term, few agree on its definition or origins.This edited volume attempts to bridge that knowledge gap by bringing together experts from a variety of perspectives—biological, cognitive, educational, sociological, and interactive—to discuss the nature of LD, its origins, its diagnosis, and effective remediation. Framing the discussion are introductory and concluding chapters written by the editors.

Westview Press

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.

Off Track: When Poor Readers Become ""Learning Disabled"" (Renewing American Schools)

Sternberg, Robert J.

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 four ways in which disabled readers may stray from this path. The key to the authors' work lies in the fact that youngsters who stray from the path of typical 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 typical reading acquisition. Using illustrative case studies, the authors describe the four patterns of reading disability, explain how to properly assess them, and suggest ways to conquer them.

Off Track: When Poor Readers Become "Learning Disabled" (Renewing American Schools)

Perseus

The Structured Literacy Planner: Designing Interventions for Common Reading Difficulties, Grades 1-9 (The Guilford Series on Intensive Instruction)

1. How Structured Literacy Interventions Can Help Students with Varied Reading Problems 2. The Structure of Language 3. Assessment for Planning Structured Literacy Interventions 4. Structured Literacy Interventions for SWRD-Early Stages 5. Structured Literacy Interventions for SWRD-Advanced Stages 6. Structured Literacy Interventions for SRCD-Early Stages 7. Structured Literacy Interventions for SRCD-Advanced Stages 8. Structured Literacy Interventions for MRD-Early Stages 9. Structured Literacy Interventions for MRD-Advanced Stages Index &nbsp;

The Guilford Press

Structured Literacy (SL) approaches are increasingly recognized as the gold standard for teaching struggling readers. This highly practical book walks educators through designing SL interventions for students with common types of reading difficulties--word reading, comprehension, or a combination of both. Louise Spear-Swerling offers tools for assessing students' reading profiles and tailoring SL to their needs. In a convenient large-size format, the volume is packed with case studies, sample lesson plans addressing both early and advanced stages of reading, instructional activities, and application exercises for teachers. A chapter on English language structure presents essential foundations for implementing SL effectively. The companion website features a knowledge survey about language structure (with answer key), as well as downloadable copies of the book's 14 reproducible forms. &nbsp;

What constitutes good thinking? How do analytical, practical and creative thinkers differ? Which teaching strategies promote thinking to learn as well as learning to think? Can asking the right kinds of questions enhance student thinking? In what ways do tests prevent creative and insightful problem solving? Why do some good thinkers fail? How can teachers prepare for the challenges of teaching for thinking?

Teaching for Thinking (Psychology in the Classroom)

Health, Fitness & Dieting

Mental Health

Amer Psychological Assn

See the best price to sell, buy, or rent books by Spear-Swerling, Louise. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Spear-Swerling, Louise

See the best price to sell, buy, or rent books by Spear-Swerling, Louise. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Off Track: When Poor Readers Become ""Learning Disabled""

Perspectives On Learning Disabilities: Biological, Cognitive, Contextual

Perspectives On Learning Disabilities: Biological, Cognitive, Contextual

Off Track: When Poor Readers Become ""Learning Disabled"" (Renewing American Schools)

Off Track: When Poor Readers Become "Learning Disabled" (Renewing American Schools)

The Structured Literacy Planner: Designing Interventions for Common Reading Difficulties, Grades 1-9 (The Guilford Series on Intensive Instruction)

The Structured Literacy Planner: Designing Interventions for Common Reading Difficulties, Grades 1-9 (The Guilford Series on Intensive Instruction)

Teaching for Thinking (Psychology in the Classroom)