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Effective literacy instruction for learners with complex support needs

Author: Susan R Copeland; Elizabeth B Keefe
Publisher: Baltimore, Maryland : Paul H. Brookes Publishing Co., [2018]
Edition/Format:   eBook : Document : English : Second editionView all editions and formats
Summary:
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  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Effective literacy instruction for learners with complex support needs.
Baltimore, Maryland : Paul H. Brookes Publishing Co., [2018]
(DLC) 2017037606
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Susan R Copeland; Elizabeth B Keefe
ISBN: 9781681250793 1681250799 9781681250816 1681250810
OCLC Number: 1001968837
Notes: 2007 edition title: Effective literacy instruction for students with moderate or severe disabilities.
Description: 1 online resource (xviii, 381 pages)
Contents: 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? 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. 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. 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? 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.
Responsibility: 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.

Abstract:

A comprehensive resource for helping teachers provide quality literacy instruction to students with severe disabilities. Rich with examples, case studies, and lesson planning techniques that allow  Read more...

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"Bravo! [This book] is a must-have resource for all professionals who work with children and adolescents with significant disabilities. The authors have done an outstanding job of drawing upon Read more...

 
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