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New Directions in Preservice and Inservice Professional Development for Teaching Students with and Without Specific Learning Disabilities in Middle Childhood and Early Adolescence

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Interventions in Learning Disabilities

Part of the book series: Literacy Studies ((LITS,volume 13))

Abstract

This chapter proposed evidence-based approaches to professional development of educators with focus on teaching writing as well as reading during middle childhood and adolescence to students with and without specific learning disabilities (SLD). Key features for both preservice and inservice professional development are considered. One key feature is grounding professional development in conceptual frameworks for all language systems (Language by Ear, Language by Mouth, Language by Eye, and Language by Hand), a multi-component language learning system, and domains of development (cognitive/memory, language, sensori-motor, attention/executive functions, and social emotional). An example of inservice professional development for developing morphological awareness as well as phonological awareness for teaching word spelling and reading for English, a morphophonemic orthography, is provided.

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Acknowledgements

Preparation of this chapter was supported by HD P50HD071764 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH).

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Author notes

    Authors and Affiliations

    1. University of Washington, 322 Miller, Box 353600, Seattle, WA, 98195-3600, USA

      Virginia W. Berninger Ph.D.

    2. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

      R. Malatesha Joshi Ph.D.

    Authors
    1. Virginia W. Berninger Ph.D.
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    2. R. Malatesha Joshi Ph.D.
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    Corresponding author

    Correspondence to Virginia W. Berninger Ph.D. .

    Editor information

    Editors and Affiliations

    1. School of Education, Bar Ilan University, Ramat Gan, Israel, Ramat Gan, Israel

      Rachel Schiff

    2. College of Education & Human Development, Texas A&M University, College Station, Texas, USA

      R. Malatesha Joshi

    Appendix

    Appendix

    1.1 Resources for Teaching Handwriting

    1. 1.

      Zaner-Bloser www.zaner-bloser.com/fresh/handwriting-overview.html

    2. 2.

      For Trademark instructional (manuscript and cursive) and assessment materials Slingerland®Institute for Literacy see www.slingerland.org

    3. 3.

      Benbow, M. (1990). Loops and groups: A kinesthetic writing system. San Antonio, TX: For cursive.

    4. 4.

      Rubel, B. (1995). Big strokes for little folks. Tucson, AZ: Therapy Skill Builders. For manuscript.

    5. 5.

      Berninger, V., & Abbott, S. (2003). PAL Reading and Writing Lessons. Lesson Set 3.

    1.2 Resources for Teaching Typing (Explicit Instruction in Keyboarding)

    1. 1.

      Dr. E. Fry. Keyboarding for Beginners. Teachers’ Creative Materials, Inc. www.teachercreated.com

    2. 2.

      Ten Thumbs Typing Tutor (tenthumbstypingtutor.com)

    3. 3.

      KEYTIME ® www.keytime.com/ 5508 Roosevelt Way NE Seattle, WA 98105

    1.3 Resources for Teaching Spelling

    1. 1.

      Fry, E. (1996). Spelling book. Level 1–6. Words most needed plus phonics. Westminster, CA: Teacher Created Materials, Inc. www.teachercreated.com

      Contains lessons with words and strategies for teaching children to spell high-frequency words alone and in dictated sentences and apply phonics knowledge to spelling. Provides placement test for placing children at their instructional level.

    2. 2.

      Bear, D. Ivernezzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling instruction (2nd ed.). Upper Saddle River, NJ: Merrill.

    3. 3.

      Dixon, R., & Englemann, S. (2001). Spelling through morphographs. DeSoto, TX: SRA/McGraw-Hill. Excellent program once students have mastered Fry program. McGraw Hill: Spelling Connections and Spelling Mastery.

    4. 4.

      Masterson, J., Apel, K., & Wasowicz, J. (2006). SPELL 2 Spelling Performance Evaluation for Language and Literacy (Spelling assessment software for grade 2 through adult; assessment linked to instruction). Learning by Design, Inc., Evanston, IL. http://www.learningbydesign.com

    1.4 Resources for Teaching Composing

    1. 1.

      Carlisle, J. (1996). Models for writing, Levels A, B, and C. Novato, CA: Academic Therapy Publications. also WWW.HIGHNOONBOOKS.COM reproducibles for classroom use.

    2. 2.

      Nelson, N., Bahr, C., & Van Meter, A. (2004). The Writing Lab Approach to Language Instruction and Intervention. Baltimore, MD: Paul H. Brookes. Offers practical suggestions for teachers to use in scaffolding instruction for students with language learning disability.

    1.5 Resources for Teaching Reading

    1. 1.

      Nunes, T., & Bryant, P. (2009). Children’s reading and spelling. Beyond the first steps. Oxford UK: Wiley-Blackwell.

    2. 2.

      Carlisle, J. (2000). Vocabulary, Sentence, and Paragraph activities (analogies, using in another context, inferring from context, etc.) in Beginning Reasoning and Reading, Reasoning and Reading Level One, Reasoning and Reading Level Two. Cambridge, MA: Educators Publishing Service.

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    Berninger, V.W., Joshi, R.M. (2016). New Directions in Preservice and Inservice Professional Development for Teaching Students with and Without Specific Learning Disabilities in Middle Childhood and Early Adolescence. In: Schiff, R., Joshi, R. (eds) Interventions in Learning Disabilities. Literacy Studies, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-31235-4_16

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    • DOI: https://doi.org/10.1007/978-3-319-31235-4_16

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