Assessing and Differentiating Reading and Writing Disorders: Multidimensional Model

作者: Linda Lombardino 著

出版社: Cengage Learning

出版时间: 2011-10

版次: 1

ISBN: 9781111539894

定价: 829.70

装帧: 平装

开本: 其他

纸张: 其他

页数: 352页

正文语种: 英语

分类: 外文古旧书>英文书>教育

ASSESSINGANDDIFFERENTIATINGREADING&WRITINGDISORDERS:AMULTIDIMENSIONALMODELprovidesaframeworkfordifferentiatingamongvarioustypesofreadingandwritingdisordersinordertoassistthepractitionerinestablishingadifferentialdiagnosis.Thistextintroducesamultidimensionalmodelthatcanbeusedtocreateprofilesofalearner'sstrengthsandweaknessesusing10skilldomainsassociatedwithreadingandwriting.Samplesprofilesforpreschoolandschool-agechildrenincludeassessmentprotocols,diagnosticreports,andtreatmentplans.Asynopsisofrelevantliteraturerelatedtotherelationshipsbetweenspokenandwrittenlanguage,andthebestpredictorsofreadingachievement,alongwithachapterdevotedtocounselingandinterventionroundoutthetexttoprovideacompleteroadmapforevaluatingtheweaknessesandstrengthsinchildrenwhohavereadingandwritingdifficulties.Professionalswhotestchildrenforreadingandwritingdisordersandadvancedstudentswillfindthistextanessentialtool. 1.FOUNDATIONSFORAPRACTIONERS'MODELOFREADINGASSESSMENT.
ComponentSkillsofReading.SpokenLanguageandWrittenLanguageConnections.RelationshipsbetweenStrengthsandWeaknessesinOralLanguageSkillsandReadingSkills.APerspectiveonReadingDifficulties.LearningDisabilities.ResearchonEnglishLanguageLearners.EducationalInitiatives.ResearchonDifferentiatingTypesofReadingDisabilities.SummaryoftheFoundationsofLiteracy.

2.AMULTIDIMENSIONALMODELFORASSESSINGREADINGANDWRITING.
OverviewoftheMultidimensionalModelforAssessingReadingandWriting.ENVIRONMENTALFACTORSMODULE.DefinitionsandScientificSupport.NEUROBIOLOGICALANDNEUROCOGNITIVEFACTORSMODULE.DefinitionsandScientificSupport.NeurobiologicalFactors.GeneticFactors.NeurocognitiveFactors.ReasoningAbilities.LanguageProcessing.WorkingMemoryProcesses.SpeedofProcessing.TheInteractionofBiologyandEnvironment.LANGUAGEKNOWLEDGEMODULE.DefinitionsandScientificSupport.VocabularyKnowledge.MorphologicalKnowledge.SyntacticKnowledge.DiscourseKnowledge.Wordretrieval.PHONOLOGICALKNOWLEDGEMODULE.DefinitionsandScientificSupport.PRINTKNOWLEDGEMODULE.DefinitionsandScientificSupport.PrintAwareness.EmergentWriting.LetterKnowledge.GRAPHOPHONEMICINTEGRATIONMODULE.DefinitionandScientificSupport.MappingSoundandLetterUnits.InventedSpelling.WORD-LEVELREADINGMODULE.DefinitionsandScientificSupport.DefinitionsandScientificSupport.StagesofWord-levelReading.WORD-LEVELSPELLINGMODULE.DefinitionsandScientificSupport.StagesofSpellingDevelopment.TEXT-LEVELREADINGMODULE.DefinitionsandScientificSupport.Text-levelReadingFluency.Text-LevelReadingComprehension.TEXT-LEVELWRITINGMODULE.DefinitionsandScientificSupport.LinkingReadingandWriting.READINGACHIEVEMENT.DefinitionsandScientificSupport.ComponentsofReadingAchievement.SUMMARYOFCONSTRUCTSNEEDEDFORREADING.

3.APPLICATIONOFTHEMULTIDIMENSIONALASSESSMENTOFREADINGANDWRITINGDISORDERSTOTHEDIAGNOSTICPROCESS.
GeneralPrinciplesforAssessingReadingandRelatedProcesses.TheEvaluationProcess.FormalAssessmentProceduresforPreschoolersthroughgrade1.FormalAssessmentProceduresforGrade1andBeyond.GoalsofCriterionReferencedAssessmentandDiagnosticProcedures.InformalAssessmentMeasuresforSpokenandWrittenDiscourse.SpokenandWrittenDiscourseLanguageSamplesfromLearnerswithaReadingDisability.EvaluatingTextGenresinSpeaking.EvaluatingTextGenresinWriting.FactortoConsiderwhenDiagnosingReadingandWritingDisorders.Appendix3-1:Caregiver/TeacherQuestionnaireforEmergentReaders(4-7years).Appendix3-2:Caregiver/TeacherQuestionnaireforSchoolAgeChildren(endof1stgradeandbeyond).Appendix3-3:MARWRChecklist

4.IDENTIFYINGANDCLASSIFYINGCHILDRENATRISKFORREADINGDEFICITSANDSTRUGGLINGREADERS.
UsingthemodeltoEvaluateandDiagnoseEmergentReaders.LanguageandEmergentLiteracyDeficitProfiles.ProfileofPreschoolandFirstgradeLearnersAtRiskforReadingDeficit.Profile1:MixedLanguageandEmergentLiteracyDeficit.Profile2:EmergentLiteracyDeficit.Profile3:EnvironmentalDisadvantageLiteracyDeficit.SampleDiagnosticReportforProfile1a:MildtoModerateMixedSpokenLanguageandEmergentLiteracyDeficit.SampleDiagnosticReportforProfile1b:SevereMixedSpokenLanguageandEmergentLiteracyDeficit.SampleDiagnosticReportforProfile2:EmergentLiteracyDeficit.SampleDiagnosticReportforProfile3:EnvironmentalDisadvantageDeficit.

5.SCHOOLAGELEARNERSWITHREADINGDEFICITSPROFILES.
UsingtheMARWRtoEvaluateandDiagnosisSchool-AgeLearnerswithReadingDisabilities.ReadingDisabilitiesasIdentifiedinMARWR.Dyslexia.MostCommonDiagnosticIndicatorsofDyslexia.MixedSpokenlanguageandLiteracyDisorder.ComprehensionDeficit.SummaryofImplicationsforIdentifyingProfilesofStrengthsandWeaknesses.SampleDiagnosticReportforProfile4a:Dyslexia.SampleDiagnosticReportforProfile4b:Dyslexia(follow-upevaluation).SampleDiagnosticReportforProfile5:MixedSpokenLanguageandReading.SampleDiagnosticReportforProfile6:ComprehensionDeficit.

6.COUNSELINGANDINTERVENTION.RebeccaWiseheart,Ph.D.,CCC-SLP
TheEmotionalRollercoasterofDiagnosticCounseling.DebunkingtheMythsofDyslexia.MaintainingaPositiveRelationshipwithSchools.ExplainingtheDiagnosticResults.QuestionsfromParents.AdditionalParentResources.ChoosinganInterventionSetting.TheGeneralEducationSetting.TheSpecialEducationSetting.TheClinicalSetting.GuidingPrinciplesforTherapyProviders.CoreComponentsofInstruction.OralLanguageInstruction.PhonologicalAwarenessInstruction.PrintandLetterKnowledgeInstruction.PhonicsandWordRecognitionInstruction.VocabularyInstruction.FluencyInstruction.TextComprehensionInstruction.SampleTreatmentPlans.TreatmentPlanforEmergentLiteracyDeficitProfile:"BrittanyBrown".TreatmentPlanforDyslexicProfile:"FrankFadino".TreatmentPlanforReadingComprehensionDeficitProfile:"HarryHarper".TreatmentPlanforMixedLanguageandReadingDeficitProfile:"GinnyGomez".Summary.

AbridgedversionoftheTOC
1.FOUNDATIONSFORAPRACTIONERS'MODELOFREADINGASSESSMENT.
2.AMULTIDIMENSIONALMODELFORASSESSINGREADINGANDWRITING.
3.APPLICATIONOFTHEMULTIDIMENSIONALASSESSMENTOFREADINGANDWRITINGDISORDERSTOTHEDIAGNOSTICPROCESS.
4.IDENTIFYINGANDCLASSIFYINGCHILDRENATRISKFORREADINGDEFICITSANDSTRUGGLINGREADERS.
5.SCHOOLAGELEARNERSWITHREADINGDEFICITSPROFILES.
6.COUNSELINGANDINTERVENTION.RebeccaWiseheart,Ph.D.,CCC-SLP
内容简介:
ASSESSINGANDDIFFERENTIATINGREADING&WRITINGDISORDERS:AMULTIDIMENSIONALMODELprovidesaframeworkfordifferentiatingamongvarioustypesofreadingandwritingdisordersinordertoassistthepractitionerinestablishingadifferentialdiagnosis.Thistextintroducesamultidimensionalmodelthatcanbeusedtocreateprofilesofalearner'sstrengthsandweaknessesusing10skilldomainsassociatedwithreadingandwriting.Samplesprofilesforpreschoolandschool-agechildrenincludeassessmentprotocols,diagnosticreports,andtreatmentplans.Asynopsisofrelevantliteraturerelatedtotherelationshipsbetweenspokenandwrittenlanguage,andthebestpredictorsofreadingachievement,alongwithachapterdevotedtocounselingandinterventionroundoutthetexttoprovideacompleteroadmapforevaluatingtheweaknessesandstrengthsinchildrenwhohavereadingandwritingdifficulties.Professionalswhotestchildrenforreadingandwritingdisordersandadvancedstudentswillfindthistextanessentialtool.
目录:
1.FOUNDATIONSFORAPRACTIONERS'MODELOFREADINGASSESSMENT.
ComponentSkillsofReading.SpokenLanguageandWrittenLanguageConnections.RelationshipsbetweenStrengthsandWeaknessesinOralLanguageSkillsandReadingSkills.APerspectiveonReadingDifficulties.LearningDisabilities.ResearchonEnglishLanguageLearners.EducationalInitiatives.ResearchonDifferentiatingTypesofReadingDisabilities.SummaryoftheFoundationsofLiteracy.

2.AMULTIDIMENSIONALMODELFORASSESSINGREADINGANDWRITING.
OverviewoftheMultidimensionalModelforAssessingReadingandWriting.ENVIRONMENTALFACTORSMODULE.DefinitionsandScientificSupport.NEUROBIOLOGICALANDNEUROCOGNITIVEFACTORSMODULE.DefinitionsandScientificSupport.NeurobiologicalFactors.GeneticFactors.NeurocognitiveFactors.ReasoningAbilities.LanguageProcessing.WorkingMemoryProcesses.SpeedofProcessing.TheInteractionofBiologyandEnvironment.LANGUAGEKNOWLEDGEMODULE.DefinitionsandScientificSupport.VocabularyKnowledge.MorphologicalKnowledge.SyntacticKnowledge.DiscourseKnowledge.Wordretrieval.PHONOLOGICALKNOWLEDGEMODULE.DefinitionsandScientificSupport.PRINTKNOWLEDGEMODULE.DefinitionsandScientificSupport.PrintAwareness.EmergentWriting.LetterKnowledge.GRAPHOPHONEMICINTEGRATIONMODULE.DefinitionandScientificSupport.MappingSoundandLetterUnits.InventedSpelling.WORD-LEVELREADINGMODULE.DefinitionsandScientificSupport.DefinitionsandScientificSupport.StagesofWord-levelReading.WORD-LEVELSPELLINGMODULE.DefinitionsandScientificSupport.StagesofSpellingDevelopment.TEXT-LEVELREADINGMODULE.DefinitionsandScientificSupport.Text-levelReadingFluency.Text-LevelReadingComprehension.TEXT-LEVELWRITINGMODULE.DefinitionsandScientificSupport.LinkingReadingandWriting.READINGACHIEVEMENT.DefinitionsandScientificSupport.ComponentsofReadingAchievement.SUMMARYOFCONSTRUCTSNEEDEDFORREADING.

3.APPLICATIONOFTHEMULTIDIMENSIONALASSESSMENTOFREADINGANDWRITINGDISORDERSTOTHEDIAGNOSTICPROCESS.
GeneralPrinciplesforAssessingReadingandRelatedProcesses.TheEvaluationProcess.FormalAssessmentProceduresforPreschoolersthroughgrade1.FormalAssessmentProceduresforGrade1andBeyond.GoalsofCriterionReferencedAssessmentandDiagnosticProcedures.InformalAssessmentMeasuresforSpokenandWrittenDiscourse.SpokenandWrittenDiscourseLanguageSamplesfromLearnerswithaReadingDisability.EvaluatingTextGenresinSpeaking.EvaluatingTextGenresinWriting.FactortoConsiderwhenDiagnosingReadingandWritingDisorders.Appendix3-1:Caregiver/TeacherQuestionnaireforEmergentReaders(4-7years).Appendix3-2:Caregiver/TeacherQuestionnaireforSchoolAgeChildren(endof1stgradeandbeyond).Appendix3-3:MARWRChecklist

4.IDENTIFYINGANDCLASSIFYINGCHILDRENATRISKFORREADINGDEFICITSANDSTRUGGLINGREADERS.
UsingthemodeltoEvaluateandDiagnoseEmergentReaders.LanguageandEmergentLiteracyDeficitProfiles.ProfileofPreschoolandFirstgradeLearnersAtRiskforReadingDeficit.Profile1:MixedLanguageandEmergentLiteracyDeficit.Profile2:EmergentLiteracyDeficit.Profile3:EnvironmentalDisadvantageLiteracyDeficit.SampleDiagnosticReportforProfile1a:MildtoModerateMixedSpokenLanguageandEmergentLiteracyDeficit.SampleDiagnosticReportforProfile1b:SevereMixedSpokenLanguageandEmergentLiteracyDeficit.SampleDiagnosticReportforProfile2:EmergentLiteracyDeficit.SampleDiagnosticReportforProfile3:EnvironmentalDisadvantageDeficit.

5.SCHOOLAGELEARNERSWITHREADINGDEFICITSPROFILES.
UsingtheMARWRtoEvaluateandDiagnosisSchool-AgeLearnerswithReadingDisabilities.ReadingDisabilitiesasIdentifiedinMARWR.Dyslexia.MostCommonDiagnosticIndicatorsofDyslexia.MixedSpokenlanguageandLiteracyDisorder.ComprehensionDeficit.SummaryofImplicationsforIdentifyingProfilesofStrengthsandWeaknesses.SampleDiagnosticReportforProfile4a:Dyslexia.SampleDiagnosticReportforProfile4b:Dyslexia(follow-upevaluation).SampleDiagnosticReportforProfile5:MixedSpokenLanguageandReading.SampleDiagnosticReportforProfile6:ComprehensionDeficit.

6.COUNSELINGANDINTERVENTION.RebeccaWiseheart,Ph.D.,CCC-SLP
TheEmotionalRollercoasterofDiagnosticCounseling.DebunkingtheMythsofDyslexia.MaintainingaPositiveRelationshipwithSchools.ExplainingtheDiagnosticResults.QuestionsfromParents.AdditionalParentResources.ChoosinganInterventionSetting.TheGeneralEducationSetting.TheSpecialEducationSetting.TheClinicalSetting.GuidingPrinciplesforTherapyProviders.CoreComponentsofInstruction.OralLanguageInstruction.PhonologicalAwarenessInstruction.PrintandLetterKnowledgeInstruction.PhonicsandWordRecognitionInstruction.VocabularyInstruction.FluencyInstruction.TextComprehensionInstruction.SampleTreatmentPlans.TreatmentPlanforEmergentLiteracyDeficitProfile:"BrittanyBrown".TreatmentPlanforDyslexicProfile:"FrankFadino".TreatmentPlanforReadingComprehensionDeficitProfile:"HarryHarper".TreatmentPlanforMixedLanguageandReadingDeficitProfile:"GinnyGomez".Summary.

AbridgedversionoftheTOC
1.FOUNDATIONSFORAPRACTIONERS'MODELOFREADINGASSESSMENT.
2.AMULTIDIMENSIONALMODELFORASSESSINGREADINGANDWRITING.
3.APPLICATIONOFTHEMULTIDIMENSIONALASSESSMENTOFREADINGANDWRITINGDISORDERSTOTHEDIAGNOSTICPROCESS.
4.IDENTIFYINGANDCLASSIFYINGCHILDRENATRISKFORREADINGDEFICITSANDSTRUGGLINGREADERS.
5.SCHOOLAGELEARNERSWITHREADINGDEFICITSPROFILES.
6.COUNSELINGANDINTERVENTION.RebeccaWiseheart,Ph.D.,CCC-SLP

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Assessing and Differentiating Reading and Writing Disorders: Multidimensional Model

内容简介:

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