Nicole Patton Terry - Böcker

Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines. The volume identifies the instructional methods and areas of focus shown to be most effective for promoting young children's (PreK-2) growth in reading, writing, oral language, and the connections among them. In 33 chapters, the Handbook covers conceptual foundations; development and instruction of both code- and meaning-related literacy skills; professional development and family engagement; supporting equity across populations; and learning beyond traditional boundaries, including digital and out-of-school contexts. Highlighted throughout are issues around access to high-quality instruction, working with multilingual populations, and data-based decision making and interventions.

Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines. The volume identifies the instructional methods and areas of focus shown to be most effective for promoting young children's (PreK-2) growth in reading, writing, oral language, and the connections among them. In 33 chapters, the Handbook covers conceptual foundations; development and instruction of both code- and meaning-related literacy skills; professional development and family engagement; supporting equity across populations; and learning beyond traditional boundaries, including digital and out-of-school contexts. Highlighted throughout are issues around access to high-quality instruction, working with multilingual populations, and data-based decision making and interventions.

This definitive handbook is now in an extensively revised third edition, including many all-new chapters and new topics. Foremost experts review the breadth of current knowledge about learning disabilities (LD), from core psychological and neurobiological processes to evidence-based instruction. Chapters describe best practices in identifying and supporting students with difficulties in reading, writing, math, and other content areas. Service delivery models that support differentiated instruction and data-based decision making are examined, and ways to meet the needs of specific populations, including English learners with LD, are explored. Prior edition editors: H. Lee Swanson, Karen R. Harris, and Steve Graham.New to This EditionReflects a decade of advances in research, policy, and educational practice. Most chapters are new or extensively updated. Chapters on language development and reading disabilities, LD in English learners, social–emotional learning, comorbidity with LD, dyslexia legislation, cultural and equity issues, the use of technology to support differentiated instruction, state-of-the-art research methods, teacher preparation, integrated multi-tiered systems of support, and other timely topics.