Multisensory Teaching of Basic Language Skills

Keep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country.

The most comprehensive text available on multisensory teaching, this book prepares today's educators to use specific evidence-based approaches that improve struggling students' language skills and academic outcomes in elementary through high school.

Educators will get rich background information on the systems and structures of the English language, plus a deep dive into the what and how of Structured Literacy Instruction. They'll also find practical strategies and guidelines on all aspects of language and literacy instruction, including planning effective lessons, connecting research with practice, conducting and interpreting assessments, understanding the emotional side of learning disabilities, and more. An essential reference and professional development resource to keep and use for years to come, this book gets educators ready to be thoughtful, skilled, and compassionate teachers of reading and language arts.

WHAT (TM)S NEW:

• New chapters on pre-kindergarten literacy, executive function, and math learning disabilities
• Content now aligns with the 2018 IDA Knowledge and Practice Standards for Teachers of Reading and prepares students for the IDA certification exam
• Updated with the latest research in the field
• New insights and guidance on technology woven throughout the book
• Online companion materials and resources for many chapters
• More student-friendly features (see below)

SELECTED TOPICS COVERED: structured literacy instruction * oral language development * pre-k literacy * alphabet knowledge * phonemic awareness * decoding * spelling * handwriting * fluency * vocabulary instruction * reading comprehension * composition * assessment * executive function * math learning disabilities * effective learning environments * lesson planning * instruction for English language learners * instruction for older students and high-functioning adults

 

STUDENT-FRIENDLY FEATURES: Chapters now include learning objectives, an end-of-chapter Knowledge and Skill Assessment, reflection questions interspersed throughout, and new vignettes and case studies. The online companion materials feature sample lesson plans, answer keys, and other resources for further reading and reference.

 

Listed by the National Council on Teacher Quality's 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction

 

Explore the companion activity book

 

Author: Judith R. Birsh
Publisher: Brookes Publishing Company
Published: 08/21/2018
Pages: 920
Binding Type: Hardcover
Weight: 3.80lbs
Size: 10.20h x 7.30w x 1.80d
ISBN: 9781681252261

About the Author:

Judith R. Birsh, Ed.D.,  Certified Academic Language Therapist (CALT), Qualified Instructor (QI). Dr. Birsh's enduring belief that well-prepared, informed teachers are the major influence on effective instruction in the field of reading and dyslexia had its beginning in 1960 when she met her first student who, although 18 years old, read poorly. 

 

Suzanne Carreker, Ph.D., CALT-QI, joined Lexia Learning in 2015 as Principal Educational Content Lead, where she spearheaded the curriculum design of a groundbreaking reading program for struggling adolescent readers. 

 

Louisa Cook Moats, Ed.D., has published many book chapters, journal articles, and policy papers on reading instruction. 

 

Kay A. Allen, M.Ed., Ms. Allen served as Executive Director of Neuhaus Education Center from 2000 to 2007 and was Associate Director there from 1985 to 2000. 

 

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. 

 

Susan H. Blumenthal, Ed.D., specializes in psychoeducational evaluations and cognitive remediation for adults and adolescents with learning difficulties and academic work output problems. 

 

Dr. Elsa Cárdenas-Hagan is a bilingual speech and language pathologist, a certified teacher, a dyslexia therapist, a certified academic language therapist, and a qualified instructor. 

 

Dr. Cheesman, who has worked in the field of dyslexia education since 1990, earned credentials as a Qualified Instructor of Academic Language Therapists at Columbia University and is certified as a Dyslexia Therapist by the International Dyslexia Association (IDA). 

 

Nancy Cushen White, Ed.D., is a Clinical Professor at the University of California at San Francisco (UCSF) and a member of the UCSF Dyslexia Research Center Leadership Team; she also teaches classes in child and adolescent psychiatry. 

 

Carolyn DeVito, M.A., is a long-time professional in the field of early childhood education. 

 

Mary L. Farrell, Ph.D., earned her Ph.D. at Teachers College, Columbia University. 

 

Katherine Garnett, Ed.D. founded Hunter's learning disabilities graduate program in 1980. A year later, she launched the HC Learning Lab, nationally recognized in 1996 as an "Exemplary LD Program." 

 

Monica Gordon-Pershey, Ed.D., CCC-SLP, is an associate professor in the School of Health Sciences at Cleveland State University in Cleveland, Ohio. She is a certified speech-language pathologist and holds a doctorate in language and literacy instruction. 

 

Ms. Hennessy is an experienced teacher, diagnostician, and administrator who currently works as a literacy consultant. 

 

Marcia K. Henry, Ph.D.,  brings more than 40 years of experience working in the field of reading and dyslexia as a diagnostician, tutor, teacher, and professor. Dr. Henry received her doctorate in educational psychology from Stanford University. 

 

Larry E. Hess, Psy.D. is a psychologist in independent practice who has more than 20 years of experience in assessing toddlers, children, adolescents, and young adults. 

 

Judith C. Hochman, M.A., M.Ed., Ed.D., is the Founder and Chief Academic Officer of The Writing Revolution and is Founder of The Windward Teacher Training Institute in White Plains, New York. 

 

Betsy MacDermott-Duffy, M.S.Ed. is Director of Language Arts and Instruction at The Windward School and former Director of Curriculum Instruction at The Graham School, both located in Westchester County. 

 

Eileen S. Marzola, Ed.D.,  received her doctorate in special education (with a focus on learning disabilities) from Teachers College, Columbia University. 

 

Graham F. Neuhaus, Ph.D., is a faculty member of the Psychology Department of the University of Houston-Downtown, where she teaches, mentors students, and conducts research in the area of automaticity and reading fluency.

 

Lucy Hart Paulson, M.S., Ed.D., is a speech-language pathologist and literacy specialist with years of experience working with young children and their families and teachers in public schools, Head Start, private, and university settings. 

 

Eve Robinson, M.S.Ed., Eve Robinson is an experienced early childhood professional who has worked in the field for more than 30 years. 

 

Jean Schedler, Ph.D., partners with schools to develop and implement sustainable reading workshops and school-based programs. 

 

Robin Anderson Singer, M.A., prepares prospective teachers in early literacy, early childhood, and special education. 

 

Lydia H. Soifer, Ph.D., is an assistant professor of pediatrics at Albert Einstein College of Medicine, Bronx, New York, and a faculty member of the Early Intervention Training Institute of the Children's Evaluation and Rehabilitation Center of the Montefiore Hospital Medical Center. 

 

Gloria Trabucco, M.A., has been an early childhood educator and administrator for 40 years. Opening Montclair Community Pre-K and developing its curriculum was one of the biggest and most rewarding challenges of her career. 

 

Colleen Uscianowski, M.S., Ph.D. candidate, is an experienced special educator and adjunct lecturer at Hunter College and Teachers College, Columbia University.