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• Cover
• Table of Contents
• Series Page
• Title Page
• Copyright Page
• Dedication
• SERIES PREFACE
• ACKNOWLEDGMENTS
• Chapter One: UNDERSTANDING DYSLEXIA
• INTRODUCTION
• WHAT IS DYSLEXIA?
• THE SIMPLE VIEW OF READING AND DYSLEXIA
• CHARACTERISTICS OF DYSLEXIA
• PREVALENCE OF DYSLEXIA
• DEFINITIONS OF DYSLEXIA
• MISCONCEPTIONS ABOUT DYSLEXIA
• CONCLUSION
• Chapter Two: A BRIEF HISTORY OF DYSLEXIA
• INTRODUCTION
• EARLY CASE STUDIES AND INVESTIGATIONS BY PHYSICIANS
• EXAMPLES OF THE EARLIEST REPORTS
• DR. JAMES HINSHELWOOD
• DR. SAMUEL ORTON
• DR. NORMAN GESCHWIND AND DR. ALBERT GALABURDA
• PSYCHOLOGISTS AND EDUCATORS EXPLORING DIAGNOSIS AND TREATMENT
• DR. MARION MONROE
• DR. GRACE FERNALD
• DR. SAMUEL A. KIRK
• DR. DORIS JOHNSON AND DR. HELMER MYKLEBUST
• SUBTYPES OF POOR READERS
• CONCLUSION
• Chapter Three: THE BRAIN AND DYSLEXIA
• HISTORICAL STUDIES RELATING BRAIN FUNCTION TO LANGUAGE AND READING DIFFICULTIES
• NEUROANATOMY 101
• FUNCTIONAL SYSTEMS UNDERLYING READING AND DYSLEXIA
• STRUCTURAL NETWORKS UNDERLYING READING AND DYSLEXIA
• STATISTICAL ISSUES IN BRAIN IMAGING
• IMPLICATIONS OF BRAIN IMAGING STUDIES FOR PRACTICE
• CONCLUSION
• Chapter Four: GENETICS AND THE ENVIRONMENT
• GENETICS
• GENES AND CHROMOSOMES
• RESEARCH INTO THE GENETIC BASIS OF DYSLEXIA
• SPECIFIC GENES LINKED TO DYSLEXIA RISK
• FAMILY HISTORY
• TWIN STUDIES
• SEX DIFFERENCES
• COMORBIDITY
• ENVIRONMENT
• HOME ENVIRONMENT
• SCHOOL ENVIRONMENT
• CONCLUSION
• Chapter Five: ASSESSMENT OF COGNITIVE AND LINGUISTIC RISK FACTORS
• PHONOLOGICAL AND PHONEMIC AWARENESS
• ASSESSMENT OF PHONOLOGICAL AWARENESS
• RAPID AUTOMATIZED NAMING
• ASSESSMENT OF RAN
• PROCESSING SPEED
• ASSESSMENT OF PROCESSING SPEED
• ORTHOGRAPHIC CODING
• MEMORY
• ASSESSMENT OF WORKING MEMORY
• CONCLUSION
• Chapter Six: ASSESSMENT OF DECODING, ENCODING, AND READING FLUENCY
• DEVELOPMENT OF DECODING, ENCODING, AND READING FLUENCY
• EHRI’S PHASES OF SIGHT‐WORD LEARNING
• STAGES AND PHASES OF SPELLING DEVELOPMENT
• STRATEGY THEORY
• INTEGRATION OF MULTIPLE PATTERNS
• ASSESSMENT OF DECODING AND ENCODING
• ASSESSMENT OF ORTHOGRAPHIC PROCESSING
• MORPHOLOGY
• ASSESSMENT OF MORPHOLOGY
• ASSESSMENT OF BASIC READING SKILLS AND SPELLING
• THE DUAL‐ROUTE THEORY
• PSEUDOWORD READING AND SPELLING
• INSTRUCTIONAL LEVELS AND INFORMAL READING INVENTORIES
• ASSESSMENT OF READING FLUENCY
• METHODS OF ASSESSING FLUENCY
• CONCLUSION
• Chapter Seven: PHONOLOGICAL AWARENESS AND EARLY READING AND SPELLING
• BLENDING
• SEGMENTATION
• PHONEMIC MANIPULATION TASKS
• SYSTEMATIC INTERVENTION
• TEACHING LETTERS AND SOUNDS
• PHONEME–GRAPHEME RELATIONSHIPS
• ORAL LANGUAGE
• EFFECTIVE COMMERCIAL PROGRAMS FOR EARLY LITERACY
• CONCLUSION
• Chapter Eight: ORTHOGRAPHY AND ORTHOGRAPHIC MAPPING FOR READING AND SPELLING
• ACQUISITION OF ORTHOGRAPHIC MAPPING SKILLS
• PHONETIC DECODING VERSUS ORTHOGRAPHIC MAPPING
• ORTHOGRAPHIC MAPPING AND STUDENTS WITH DYSLEXIA
• STRATEGIES FOR WORD STUDY THAT PROMOTE MAPPING
• CONCLUSION
• Chapter Nine: TEACHING THE ORTHOGRAPHIC SYSTEM BY INTEGRATING MORPHOLOGY, ETYMOLOGY, AND PHONEME–GRAPHEME RELATIONSHIPS
• MORPHOLOGY IS IMPORTANT FROM THE BEGINNING
• BUILDING AN UNDERSTANDING OF THE SYSTEM
• A WORD HAS A MEANING: A BASE HAS AN ORTHOGRAPHIC DENOTATION
• BOUND BASE ELEMENTS
• ETYMOLOGY AND ITS ROLE IN SPELLING
• SPELLING REVEALS THE IDENTITY OF WORDS
• TEACHING PHONEME–GRAPHEME RELATIONSHIPS IN THE CONTEXT OF THE OVERALL SYSTEM
• CONCLUSION
• Chapter Ten: INSTRUCTION IN BASIC READING SKILLS AND SPELLING
• BASIC READING SKILLS
• BASIC PHONICS TERMINOLOGY
• PHONICS APPROACHES
• DECODABLE TEXT
• STRUCTURAL ANALYSIS
• HIGH‐FREQUENCY AND IRREGULAR WORDS
• SPELLING
• INSTRUCTION IN PHONOLOGY, ORTHOGRAPHY, AND MORPHOLOGY
• SPELLING TESTS
• MODIFICATIONS IN THE SPELLING PROGRAM
• SPELLING INSTRUCTION FOR OLDER STUDENTS
• TYPES OF ERRORS
• GENERAL PRINCIPLES OF SPELLING INSTRUCTION
• EXAMPLES OF EFFECTIVE COMMERCIAL PROGRAMS
• CONCLUSION
• Chapter Eleven: INSTRUCTION IN READING FLUENCY
• COMPONENTS OF READING FLUENCY
• READING FLUENCY INSTRUCTION
• DECIDING WHERE TO BEGIN INSTRUCTION
• EFFECTIVE INTERVENTIONS
• ADDITIONAL INSTRUCTIONAL METHODS
• EXAMPLES OF EFFECTIVE COMMERCIAL PROGRAMS
• CONCLUSION
• Chapter Twelve: TECHNOLOGY APPLICATIONS FOR STUDENTS WITH DYSLEXIA
• PERSONAL, INSTRUCTIONAL, AND ASSISTIVE TECHNOLOGY
• TECHNOLOGY TOOLS FOR STUDENTS WITH LITERACY BARRIERS DUE TO DYSLEXIA
• OPERATING SYSTEM FEATURES AND SUPPORTS
• DIGITAL TEXT
• ONLINE TOOLS
• WORD PROCESSING
• ARTIFICIAL INTELLIGENCE
• CHOOSING THE “RIGHT” TECHNOLOGY TOOL
• CONCLUSION
• Chapter Thirteen: DYSLEXIA IN DIFFERENT LANGUAGES AND ENGLISH LEARNERS
• ORTHOGRAPHY IN DIFFERENT LANGUAGES
• ALPHABETIC ORTHOGRAPHIES
• LOGOGRAPHIC ORTHOGRAPHIES
• SYLLABIC ORTHOGRAPHIES
• DYSLEXIA ACROSS DIFFERENT ORTHOGRAPHIES
• DYSLEXIA IN LANGUAGES WITH DEEP ORTHOGRAPHIES
• DYSLEXIA IN LANGUAGES WITH SHALLOW ORTHOGRAPHIES
• DYSLEXIA IN NONALPHABETIC LANGUAGES
• DYSLEXIA OR SECOND LANGUAGE LEARNING?
• ASSESSMENT OF DYSLEXIA IN ENGLISH LEARNERS
• CONCLUSION
• Chapter Fourteen: DYSLEXIA IN THE SCHOOLS
• LEGISLATION IMPACTING SCHOOLS AND STUDENTS WITH DYSLEXIA
• THE ROLE OF THE PUBLIC SCHOOL IN DIAGNOSING DYSLEXIA AND PROVIDING SERVICES
• DOES THE STUDENT HAVE CHARACTERISTICS OF A STUDENT WITH DYSLEXIA?
• ACCOMMODATIONS AND MODIFICATIONS
• EMOTIONAL IMPACT OF DYSLEXIA
• IMPORTANCE OF TEACHER TRAINING
• CONCLUSION
• Appendix A: DESCRIPTIONS OF TESTS
• SUBTESTS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TESTS
• INDEXES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SUBTESTS
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• SUBTESTS
• COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SUBTESTS
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• TESTS AND COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• SUBTESTS AND COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• SUBTESTS AND COMPOSITES
• CORE SUBTESTS
• SUPPLEMENTAL SUBTESTS
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• SILENT READING INDEX
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• SUBTESTS
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SUBTESTS AND COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• TEST
• ITEM TYPES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SCALES
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TASKS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• REFERENCES
• SUBTESTS AND COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• RATING SCALES
• COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• RATING SCALES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SKILLS ASSESSED:
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TESTS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• TESTS
• TOD‐SCREENER (TOD‐S)
• TOD‐COMPREHENSIVE (TOD‐C)
• TOD‐EARLY (TOD‐E)
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• SUBTESTS AND COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• SUBTESTS
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SUBTESTS AND COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• SUBTESTS AND COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• SUBTESTS
• COMPOSITES
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SUBTESTS
• COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TESTS
• CLUSTERS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TESTS
• CLUSTERS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TESTS
• CLUSTERS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TESTS
• CLUSTERS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• TESTS
• CLUSTERS
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCES
• SUBTESTS AND COMPOSITE
• TYPES OF SCORES PROVIDED
• TECHNICAL INFORMATION
• RELEVANCE TO DYSLEXIA
• REFERENCE
• Appendix B: DESCRIPTIONS OF EVIDENCE‐BASED PROGRAMS
• REFERENCES
• REFERENCES
• REFERENCES
• REFERENCES
• RELEVANCE TO DYSLEXIA
• PHONETIC READING MASTERY PROGRESSION: INTRODUCTION, REVIEW, PRACTICE
• SITUATION READING MASTERY PROGRESSION: INTRODUCTION, REVIEW, PRACTICE
• READING PRACTICE MATERIALS
• PLANNING READING PRACTICE ACTIVITIES
• REFERENCE
• REFERENCE
• DESCRIPTION OF TIER 1 SCHOOL‐WIDE SCREEN‐INTERVENE TO IDENTIFY LOW ACHIEVING READERS AND WRITERS AND PROVIDE THEM WITH EVIDENCE‐BASED LESSONS THAT TEACH TO ALL LEVELS OF LANGUAGE (BERNINGER, 2020D)
• DESCRIPTION OF TIER 2 PROBLEM‐SOLVING CONSULTATION RELEVANT TO INDIVIDUAL EDUCATION PLANS
• DESCRIPTION OF TIER 3 DIFFERENTIAL‐DIAGNOSIS‐DIFFERENTIATED INSTRUCTION
• REFERENCES
• ADDITIONAL READINGS
• MATERIALS:
• THE NATURE OF THE ENGLISH CODE
• THE THREE SKILLS NEEDED TO ACCESS THE CODE
• CHILDREN LEARN BEST IN CONTEXT AND THROUGH ACTIVE DISCOVERY
• REFERENCES
• REFERENCES
• REFERENCE
• REFERENCE
• REFERENCES
• REFERENCES
• REFERENCES
• EVIDENCE OF EFFECTIVENESS:
• VIDEOS:
• REFERENCE
• EVIDENCE OF EFFECTIVENESS:
• REFERENCE
• EVIDENCE OF EFFECTIVENESS:
• VIDEOS
• REFERENCES
• EVIDENCE OF EFFECTIVENESS:
• REFERENCE
• EVIDENCE OF EFFECTIVENESS
• TEACHER TRAINING
• REFERENCES
• LEARNING TO SPELL DEPENDS PRIMARILY ON LANGUAGE PROCESSES
• THE ORTHOGRAPHY OF ENGLISH IS NOT “CRAZY”: IT CAN BE EXPLAINED AND LEARNED
• EXPLICIT TEACHING OF LANGUAGE STRUCTURE, BY AN INFORMED TEACHER, WORKS BEST
• SPELLING AND READING ARE RECIPROCAL: ONE INFLUENCES THE OTHER
• WEAK SPELLERS TYPICALLY STRUGGLE WITH SPECIFIC LINGUISTIC CHALLENGES
• EXPLORING LANGUAGE CAN BE INTERESTING, FUN, AND ENGAGING!
• REFERENCES
• REFERENCES
• REFERENCES
• REFERENCE
• REFERENCES
• REFERENCES
• Appendix C: MOBILE APPS AND WEBSITES TO SUPPORT READING AND WRITING INSTRUCTION
• WORD READING AND SPELLING
• COMPREHENSION AND COMPOSITION
• GLOSSARY
• REFERENCES
• SUGGESTED READINGS
• ABOUT THE AUTHORS AND CONTRIBUTING AUTHORS
• AUTHORS
• CONTRIBUTING AUTHORS
• Index
• End User License Agreement