R&L Education / Learning Disabilities Pre-Rl-Acq
Pages: 240
•
Trim: 6¼ x 9
978-1-930877-17-7 • Paperback • August 2007 • $52.00 • (£40.00)
Georgios D. Sideridis is an associate professor at the University of Crete and co-editor of Learning Disabilities: A Contemporary Journal..
Teresa Allissa Citro is the executive director of Learning Disabilities Worldwide and co-editor of Learning Disabilities: A Contemporary Journal.
Chapter 1 Creating a Positive School Climate for Students with Learning Disabilities: The Power of Mindsets
Chapter 2 Preventing Reading Problems: The Application of an Assessment-Driven, Classroom-Based Intervention in Texas Schools
Chapter 3 Self-Monitoring to Improve Academic and Behavioral Performance
Chapter 4 Naturalistic Language Teaching Procedures for Children at Risk for Language Delays
Chapter 5 Promoting Self-Efficacy and Academic Competency: Instructional Implications for Struggling Secondary Learners
Chapter 6 Peer-Assisted Learning Strategies: An Effective Intervention for Young Readers
Chapter 7 Curriculum-Based Measurement: Using Progress Monitoring to Influence Instruction
Chapter 8 Providing Intervention to Infants and Toddlers through Family-Guided Routines Based Intervention (FGRBI): Implications for Learning Disabilities
Chapter 9 Goal Orientations, Classroom Goal Structures, and Regulation in Students With and Without Learning Disabilities: Should We Alter Student's Motivation, a Classroom's Goal Structure, or Both?
Teachers and parents will benefit from the research-based practices described in this book. The book is a valuable contribution to individuals with learning disabilities.
— Sharon Vaughn, Hartfelder/Southland Corp regents chair & director, University of Texas, Vaughn Gross Center for Reading & Language Arts
This book will be embraced by practitioners and parents alike. It addresses some of the most important issues related to improving outcomes for students with learning disabilities. In short—an outstanding contribution to our field.
— Don Deshler, director, University of Kansas, Center for Research on Learning