Phonological awareness is the key to independent literacy and must be explicitly tackled in the classroom in order to promote early reading and writing and to address written language difficulties in older children. This book is a suitable resource for initial and in-service training for teachers and teaching assistants and includes photocopiable worksheets.
Once the underlying diagnoses are obtained, the author assists the clinician with identifying goals and developing strategies to meet those goals and improve academic performance. The strategies allow the SLP to incorporate the content of the child's school lessons, and they can be used across all curriculum areas. By basing the strategies on the student's individual speech and language abilities, the clinician will be best able to assist the student with following written and oral directions, reading fluency and comprehension, critical thinking, and retrieval.
The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities.Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum.
The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.
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- the neurological, psychiatric and neuropsychological aspects of LD
- problems of language and reading acquisition in the bilingual and multilingual situation prevailing in India
- issues of identification and assessment
- speech and hearing issues, especially central auditory processing disorders and language deficits
The contributors also discuss the changing nature of the needs of children with LD, suggest remedies like primary prevention, stress the importance of integrating affected children in mainstream schools and argue for the need to create awareness about learning disorders.
Identifying, Assessing, and Treating Dyslexia at School equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs. This volume:
Reviews up-to-date findings on dyslexia – causes, prevalence, and related conditions.
Provides research-based tools for identifying and addressing dyslexia.
Offers a detailed framework for case finding and screening, diagnostic and psychoeducational assessment as well as age- and grade-appropriate intervention.
Explains the roles and responsibilities of school psychologists when it comes to identifying students with dyslexia.
Focuses solely on dyslexia, unlike most other books on learning disabilities.
As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.
Moving through skills acquisition from birth to age eight, this updated edition of the best-selling book gives educators a clear picture of how children acquire and develop language skills in preparation for reading. This updated edition features developmentally appropriate practices for fostering critical literacy skills in each age group and expanded information on English learners and Response to Intervention. The authors provide:Brain-friendly strategies that build phonemic awareness, phonics, vocabulary, comprehension, and fluency skills Instructional applications for games, music, and play Interventions for children with early reading difficulties