| Description |
1 online resource (279 pages). |
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text file |
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PDF |
| Series |
Literacy Studies ; v. 13
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Literacy studies.
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| Contents |
Acknowledgements; Contents; Contributors; About the Editors; Introduction; References; Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research; 1 Theoretical Framework for Understanding How Phonemic Awareness Is Foundational to Reading and Writing Skills; 2 What Assessments Help Teachers Screen Students to Determine Risk, Guide Interventions, and Monitor Progress?; 3 Components of Phonological Awareness Intervention; 4 Characteristics of Students Who Will Likely Need Phonemic Awareness Interventions. |
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5 Evidence-Based Intervention Programs5.1 K-PALS: A Tier 1 Phonological Awareness + Decoding Intervention; 5.2 Intensive Phonological Awareness Program: A Phonological Awareness Tier 2 Intervention; 5.3 Sound Partners: A Code-Based Tier 2 Intervention; 5.4 Early Interventions in Reading: A Comprehensive Tier 2 Intervention; 6 Resources for Evaluations of Other Currently Available Programs; 6.1 Directions for Future Research Related to Phonemic Awareness Intervention and Assessment for Students with Learning Disabilities; References. |
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Word Reading Interventions for Students with Reading Difficulties and Disabilities1 Word Reading Interventions for Students with Reading Difficulties and Disabilities; 2 Typical Development and Word Reading Difficulties; 2.1 Word Reading Difficulties and Disabilities; 3 Intervention; 3.1 What Is the Focus of Effective Intervention?; 3.2 How Is Instruction Delivered in Effective Interventions?; 3.3 Factors Related to the Implementation of Interventions; 4 Interventions for Older Students with Word Reading Difficulties; 4.1 Word Reading Interventions for Adolescents; 5 Remaining Challenges. |
| Bibliography |
ReferencesA Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers; 1 Development of Word Reading; 2 Predictors of Reading Development; 3 Linguistic Factors; 4 Cognitive (Non-linguistic) Factors; 5 The RTI and Cognitive Hypothesis Testing Models; 6 The Cognitive Profile of Children Who Benefit from Intervention; 7 Effective Intervention; 8 The Current Study; 9 Method; 9.1 Participants; 9.2 Measures; 9.2.1 Cognitive Measures; 9.2.2 Word Reading and Fluency Measures; 9.3 The "OR" Intervention Program; 9.4 Procedure; 10 Results; 11 Discussion. |
| Contents |
11.1 Visual Perception and Word Reading Difficulties11.2 Executive Functions, Short Term Memory, Rapid Naming, and Word Reading Difficulties; 11.3 Phonological Awareness as the Driving Force of RTI; References; The Efficiency of Metacognitive and Metalinguistic Awareness in Word Spelling Among Hebrew Speaking Children with SLI: An Intervention Study; 1 Introduction; 1.1 Metacognitive Awareness; 2 Method; 2.1 Participants; 2.2 Intervention; 2.3 Fidelity of Implementation; 2.4 Tasks and Scoring; 3 Results; 3.1 Letter Naming Task; 3.2 Sounding Letter Task; 3.3 Simple Word Spelling Task. |
| Note |
3.4 Trained (Intervention) Word Spelling Task. |
| Summary |
This book reviews systematic training programs that are designed to enhance the language, reading, literacy and cognitive skills of individuals with Learning Disabilities in various disciplines. Most titles on Learning Disabilities intervention often focus on the linguistic area of the disability, while there are many more areas of difficulty. Students with learning disabilities struggle with such as math, cognitive abilities, and organizational skills. Adopting a multi-disciplinary approach, this book encompasses a wide variety of remedial treatments and therapies developed by expert researchers and scholars in the Learning Disabilities area. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Education.
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Education. |
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Philology.
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Philology. |
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Linguistics.
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Linguistics. |
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Language and education.
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Language and education. |
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Literacy.
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Literacy. |
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philology. |
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linguistics. |
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Literary studies: general. |
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Language teaching & learning (other than ELT) |
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Literacy. |
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EDUCATION -- Essays. |
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EDUCATION -- Organizations & Institutions. |
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EDUCATION -- Reference. |
| Genre/Form |
Electronic books.
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Electronic books.
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| Added Author |
Joshi, R. Malatesha.
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| Other Form: |
Print version: Schiff, Rachel. Interventions in Learning Disabilities : A Handbook on Systematic Training Programs for Individuals with Learning Disabilities. Cham : Springer International Publishing, ©2016 9783319312347 |
| ISBN |
9783319312354 |
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3319312359 |
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9783319312347 |
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3319312340 |
| Standard No. |
10.1007/978-3-319-31235-4 |
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10.1007/978-3-319-31 |
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