Interventions in Learning Disabilities : A Handbook on Systematic Training Programs for Individuals with Learning Disabilities / edited by Rachel Schiff, R. Malatesha Joshi.

Format:

Book

Contributor:

Schiff, Rachel., Editor.

Joshi, R. Malatesha., Editor.

Series:

Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education, 2214-0018 ; 13

Language:

English

Subjects (All):

Literacy.

Language and languages--Style.

Language and languages.

Language and languages--Study and teaching.

Stylistics.

Language Education.

Local Subjects:

Literacy.

Stylistics.

Language Education.

Physical Description:

1 online resource (XIII, 274 p. 17 illus.)

Edition:

1st ed. 2016.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2016.

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.

Contents:

Introduction by Rachel Schiff and R. Malatesha Joshi

Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research by Stephanie Al Otaiba, Jill Allor, Krystal Werfel, and Nathan Clemens

Word Reading Interventions for Students with Reading Difficulties and Disabilities by Carolyn A. Denton and Keri M. Madsen

A cognitive and linguistic approach to predicting and remediating word reading difficulties in young readers by Shelley Shaul, Tami Katzir, Liron Primor, and Orly Lipka

The Efficiency of Metacognitive and Metalinguistic Awareness in Word Spelling among Hebrew speaking Children with SLI: An Intervention Study by Rachel Schiff, Ayelet Sasson, Yoci Nuri, and Elisheva Ben-Artzi

Intervention and Assessment of Spelling Skills in LD classrooms by R. Malatesha Joshi

Seizing the Sounds: Considering Phonological Awareness in the Context of Vocabulary Instruction by Carolyn H. Strom and Susan B. Neuman

Effective Strategies for Developing Reading Comprehension by Meenakshi Gajria and Asha K. Jitendra

Using Advances in Cognitive Science to Improve Students Study Skills and Reading Comprehension by Tenaha O’Reilly and John Sabatini

What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension? By Young-Suk Grace Kim and Heather Pilcher

Best Practices in Writing Instruction for Students with Learning Disabilities by Amy Gillespie Rouse and Steve Graham

Language and Literacy Interventions for ELs with LD: Two steps forward, one step back by Sylvia Linan-Thompson, Hermelinda Cavazos, Laura McFarland, and Julie Martinez

A Research-Validated Program for Improving At-Risk Students’ Fraction Magnitude Understanding, Word-Problem Solving, and Explanations by Amelia S. Malone, Lynn S. Fuchs, and Douglas Fuchs

Working Memory and Strategy Instruction in Children with Learning Disabilities by H. Lee Swanson

Training of cognitive control in developmentaldisorders: Pitfalls and promises by Lilach Shalev Natalie Kataev, and Carmel Mevorach

New Directions in Preservice and Inservice Professional Development for Teaching Students with and without Specific Learning Disabilities in Middle Childhood and Early Adolescence by Virginia Berninger and R. Malatesha Joshi.

Notes:

Includes bibliographical references.

ISBN:

9783319312354

3319312359