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Editorial Reviews
Product Description
"There is no more definitive, and readable, account of why we have witnessed a huge increase of reading-disabled studentsand why we are mostly wrong in framing this and many other academic problems as a disability. Spear-Swerling and Sternberg masterfully demonstrate the disconnects between scientific evidence about poor reading and the views pushed by large parts of the learning disabiliyt industry. . . . A must-read for educators and a should-read for everyone interested in education."Albert Shanker, President, American Federation of Teachers.
From the Publisher
For parents and educators, this book shows how reading disability compares with proficient reading and details new approaches to evaluating and conquering reading problems. --This text refers to an out of print or unavailable edition of this title.
See all Editorial Reviews
"There is no more definitive, and readable, account of why we have witnessed a huge increase of reading-disabled studentsand why we are mostly wrong in framing this and many other academic problems as a disability. Spear-Swerling and Sternberg masterfully demonstrate the disconnects between scientific evidence about poor reading and the views pushed by large parts of the learning disabiliyt industry. . . . A must-read for educators and a should-read for everyone interested in education."Albert Shanker, President, American Federation of Teachers.
From the Publisher
For parents and educators, this book shows how reading disability compares with proficient reading and details new approaches to evaluating and conquering reading problems. --This text refers to an out of print or unavailable edition of this title.
See all Editorial Reviews
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Inside This Book
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First Sentence:
THOSE OF US in psychology and education love to tinker with words. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
nonalphabetic readers, compensatory readers, nonautomatic readers, controlled word recognition, suboptimal readers, typical reading development, alphabetic insight, different instructional emphases, intelligence most relevant, extrinsic perspective, individuals with reading disability, achieving readers, discrepancy construct, other poor readers, functional brain differences, intrinsic perspective, having reading disability, nondisabled readers, automatic word recognition, beginning reading acquisition, accurate word recognition, children with reading disability, delayed readers, early literacy interventions, weak phonological skills Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Learning Disabilities, Reading Research Quarterly, Academic Press, San Diego, Journal of Educational Psychology, United States, American Educational Research, Lawrence Erlbaum Associates, Harvard University Press, Englewood Cliffs, Bowman Gray, Child Development, Keith Stanovich, References Adams, Review of Educational Research, Ann Arbor, Haskins Laboratories, Needham Heights, Stanford Diagnostic Reading Test, University of Michigan Press, Annals of Dyslexia, Cambridge University Press, Houghton Mifflin Company, National Joint Committee New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
THOSE OF US in psychology and education love to tinker with words. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
nonalphabetic readers, compensatory readers, nonautomatic readers, controlled word recognition, suboptimal readers, typical reading development, alphabetic insight, different instructional emphases, intelligence most relevant, extrinsic perspective, individuals with reading disability, achieving readers, discrepancy construct, other poor readers, functional brain differences, intrinsic perspective, having reading disability, nondisabled readers, automatic word recognition, beginning reading acquisition, accurate word recognition, children with reading disability, delayed readers, early literacy interventions, weak phonological skills Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Learning Disabilities, Reading Research Quarterly, Academic Press, San Diego, Journal of Educational Psychology, United States, American Educational Research, Lawrence Erlbaum Associates, Harvard University Press, Englewood Cliffs, Bowman Gray, Child Development, Keith Stanovich, References Adams, Review of Educational Research, Ann Arbor, Haskins Laboratories, Needham Heights, Stanford Diagnostic Reading Test, University of Michigan Press, Annals of Dyslexia, Cambridge University Press, Houghton Mifflin Company, National Joint Committee New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 24
books:
See all 24 books this book cites
- Learning Disabilities: The Interaction of Learner, Task, and Setting (4th Edition) by Corinne Roth Smith on 6 pages
- Educational Psychology by Robert J. Sternberg on 4 pages
- Developmental Psychology (Longman Essential Psychology Series) by Peter Elwood Bryant on page 149, page 224, and page 227
- Learning Disabilities Study Guide, Eighth Edition by Janet W. Lerner on page 50, page 73, and page 183
- Contemporary Issues Companion - Learning Disabilities (paperback edition) by Henny H. Kim on page 2, and page 4
See all 24 books this book cites
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