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" Effective literacy instruction for learners with complex support needs / "
edited by Susan R. Copeland, Ph. D., BCBA-D, University of New Mexico and Elizabeth B. Keefe, Ph. D., University of New Mexico, with invited contributors.
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BL
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| Record Number
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855229
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| Title & Author
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Effective literacy instruction for learners with complex support needs /\ edited by Susan R. Copeland, Ph. D., BCBA-D, University of New Mexico and Elizabeth B. Keefe, Ph. D., University of New Mexico, with invited contributors.
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| Edition Statement
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Second edition.
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| Publication Statement
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Baltimore, Maryland :: Paul H. Brookes Publishing Co.,, [2018]
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| Page. NO
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1 online resource (xviii, 381 pages)
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| ISBN
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1681250799
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: 1681250810
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: 9781681250793
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: 9781681250816
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9781681250595
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| Notes
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2007 edition title: Effective literacy instruction for students with moderate or severe disabilities.
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Intro; Title Page; Copyright; Contents; About the Forms; About the Editors; About the Contributors; Acknowledgments; Introduction; Section 1: The Foundations of Literacy as a Human Right; Chapter 1. Literacy for All; What Is Literacy?; The Power of Literacy; Literacy for Learners With Complex Support Needs; Guidelines for Literacy Instruction; Chapter 2. Developing Language and Communication; Learning to Communicate: Monica; Navigating Literacy in Multiple Forms; What Is Communication?; Levels of Communication Development; What Is Language?
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Challenges in Developing Communication, Language, and LiteracyPromoting Communication, Language, and Literacy; Chapter 3. Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction; A True 21st-Century Child: Vicente; Language Variation Is a Normal Part of the Human Condition; Terms Used to Describe Different Groups of Students; Different Avenues to Bilingual Development; The Case for Supporting Bilingualism for Students With Complex Support Needs; Planning Instruction for English Language Learners With Complex Support Needs.
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Chapter 4. Inclusive Literacy Instruction: State and National Standards and BeyondHigh Expectations for All Students; The Purpose of Educationâ#x80;#x94;Or, What Do You Believe and Why Does It Matter?; Understanding the Standards; Implementing Standards: Opportunity to Learn; Typical Literacy Instruction With Universal Design for Learning; But What About the Individualized Education Program?; Chapter 5. Creating Accessible, Rich, and Engaging Literacy Environments; Two Classrooms; Overview: Universal Design for Learning; Accessible Literacy Tools; Information Processing in Classroom Environments.
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Specific Instructional ExamplesPutting It All Together to Create a Universal Design for Learning Classroom; Section 2: Evidence-Based Comprehensive Literacy Instruction; Chapter 6. Getting the Point: Comprehension Instruction; What Is Reading Comprehension?; Assessing Comprehension Skills; General Principles of Reading Comprehension Instruction; Planning Instruction: Strategies to Use Before, During, and After Reading; Chapter 7. A Broader Approach to Fluency; Learning to Read: Emma; What Is Reading Fluency and Why Is It Important?
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Toward a Theory of Reading Fluency for Students With Moderate and Severe DisabilitiesAssessment of Reading Fluency; Fluency Instruction; Chapter 8. Words, Glorious Words!; The Importance of Vocabulary Instruction; What Is Vocabulary?; Research on Vocabulary Instruction for Students With Complex Support Needs; Considerations for Assessment: What Does It Mean to â#x80;#x9C;Knowâ#x80;#x9D; a Word?; Instructional Practices: Setting Goals and Choosing Words; Instructional Practices: Teaching Vocabulary; Chapter 9. Whatâ#x80;#x99;s the Word? Word Recognition Instruction; Word Recognition: A Means to an End.
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| Abstract
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Effective Literacy Instruction for Learners with Complex Support Needs provides critical information on effective literacy instruction with a multitude of practical examples. Since publication of the first edition in 2007, there has been an upsurge in research on literacy instruction for ages K-12. Because practice in the classroom does not always reflect this new knowledge, Copeland and Keefe have updated this reference to be applicable to students with a variety of disabilities, including autism, intellectual disabilities, and multiple disabilities requiring complex support needs. New to thi.
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| Subject
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Language arts-- Remedial teaching-- United States.
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Students with disabilities-- Education-- United States.
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Language arts-- Remedial teaching.
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Students with disabilities.
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United States.
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| Dewey Classification
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372.43
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| LC Classification
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LC4028.C66 2018eb
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| Added Entry
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Copeland, Susan R.
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Keefe, Elizabeth B.
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