ERIC Number: ED497274
Record Type: Non-Journal
Publication Date: 2007
Effective Literacy Instruction for Students with Moderate or Severe Disabilities
Copeland, Susan R., Ed.; Keefe, Elizabeth B., Ed.
Brookes Publishing Company
For students with moderate or severe disabilities, developing literacy skills is a critical component of successful communication, employment, and community participation. Finally, educators have a practical, concise guidebook for helping these students meet NCLB's academic standards for literacy. Appropriate for use in all settings, including inclusive classrooms, this book is the lifeline every K-12 teacher needs to: (1) Address Reading First. Educators will discover ways to teach Reading First's six key literacy components--phonemic awareness, phonics, fluency, vocabulary, text comprehension, and oral language--to students with disabilities; (2) Implement proven strategies; (3) Plan better lessons that get results; (4) Teach students with a wide range of disabilities; (5) Make the most of assistive technology; and (6) Understand the latest research. The authors highlight reliable, up-to-date research on effective literacy practices and put it in the most accessible terms. A must-have resource on one of today's hottest emerging topics, this easy-to-use book will help everyone involved in education. Following about the authors, about the contributors, a foreword, by Diane L. Ryndak, and acknowledgments, this books contains eleven chapters: (1) The Power of Literacy (Susan R. Copeland); (2) Creating Rich Literacy Learning Environments for All Students (Jonathan D. Brinkerhoff and Elizabeth B. Keefe); (3) The Role of Language and Communication as the Basis for Literacy (Julia Scherba de Valenzuela and Marilyn Tracey); (4) Word Recognition Instruction (Susan R. Copeland and J. Anne Calhoon); (5) Fluency (Elizabeth B. Keefe); (6) Reading Comprehension (Susan R. Copeland); (7) Vocabulary Development (Elizabeth B. Keefe); (8) Written Communication (Susan R. Copeland); (9) Supporting Literacy Development with Assistive Technology (Beth Foley and Amy Staples); (10) Organizing Literacy Instruction (Elizabeth B. Keefe); and (11) Literacy for Life (Susan R. Copeland).
Descriptors: Reading Skills, Phonemes, Teaching Methods, Multiple Disabilities, Elementary Secondary Education, Educational Technology, Community Involvement, Assistive Technology, Academic Standards, Word Recognition, Vocabulary Development, Disabilities, Oral Language, Lesson Plans, Literacy Education, Language Role, Reading Comprehension
Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; e-mail: firstname.lastname@example.org; Web site: http://www.brookespublishing.com
Publication Type: Books; Guides - Classroom - Teacher; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001