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

  • Virginia W. BerningerEmail author
  • R. Malatesha Joshi
Part of the Literacy Studies book series (LITS, volume 13)


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.


Evidence-based professional development for literacy instruction 



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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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.University of WashingtonSeattleUSA
  2. 2.College of Education & Human DevelopmentTexas A&M UniversityCollege StationUSA

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