Despite being the most common learning disability, dyslexia is widely misunderstood. In this book, Sayeski and Chandler translate research from neuroscience, cognitive psychology, linguistics, and education into bite-sized, actionable guidance for teachers and parents to follow to put kids on the path to reading.
Despite being the most common learning disability, dyslexia is widely misunderstood. In this book, Sayeski and Chandler translate research from neuroscience, cognitive psychology, linguistics, and education into bite-sized, actionable guidance for teachers and parents to follow to put kids on the path to reading.
Kristin L. Sayeski, PhD is an Associate Professor in the Department of Communication Sciences and Special Education at the University of Georgia. Dr. Sayeski received her doctorate in special education from the University of Virginia in 2000. Prior to joining the faculty at UGA, Dr. Sayeski held appointments at the University of Nevada-Las Vegas, the University of Virginia, and Vanderbilt University. Her professional and research interests include identifying exemplary practices related to teacher development and determining effective instructional practices for students with high-incidence disabilities, particularly in the area of reading instruction and intervention. Dr. Sayeski is the former editor of TEACHING Exceptional Children, an associate editor for Intervention in School and Clinic, and on the review boards of several research and practitioner journals.
Inhaltsangabe
Chapter 1: Dyslexia and The Complex Behavior of Reading Chapter 2: Creating the Code: Understanding English Orthography Chapter 3: Reading Instruction in the United States Chapter 4: Reading Science and Individual Differences in Reading Chapter 5: Structured Literacy: Word Recognition Chapter 6: Structured Literacy: Language Comprehension Chapter 7: Advocacy and Action Glossary References Index About the Author
Chapter 1: Dyslexia and The Complex Behavior of Reading Chapter 2: Creating the Code: Understanding English Orthography Chapter 3: Reading Instruction in the United States Chapter 4: Reading Science and Individual Differences in Reading Chapter 5: Structured Literacy: Word Recognition Chapter 6: Structured Literacy: Language Comprehension Chapter 7: Advocacy and Action Glossary References Index About the Author
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