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Language and Reading Disabilities, 3rd edition

Published by Pearson (June 17, 2011) © 2012

  • Alan G. Kamhi University of North Carolina at Greensboro
  • Hugh W. Catts University of Kansas

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  • Contributions from leading researchers provide an up-to-date perspective from experts in the field.
  • A unique research-based classification system helps readers understand language and reading disabilities, as well as the best techniques available to treat students with these special needs.
  • Numerous suggestions for intervention present research that is easy-to-translate into clinical practice.
  • A chapter on reading development (Chapter 2) focuses on the importance of early exposure to literacy, compares stage theories of reading development to current self-teaching mechanisms, and tackles the development of reading comprehension.

New To This Edition:

·        A new chapter on reading comprehension (Chapter 6) tackles definitional issues that affect the way reading is assessed and taught. Additionally, a model of comprehension is presented to help readers develop appropriate measures of understanding.

·        A new chapter on spelling (Chapter 8) covers the innovative 4-block model of spelling while also providing numerous suggestions to help readers assess and treat students with spelling difficulties.

·        Consolidated information on defining and classifying reading disabilities (Chapter 3) streamlines content to make the text even more accessible.

·        Fully revised to include updates such as:

A new section on comprehension development (Chapter 2)

 New information about RTI and subgroups of poor readers (Chapter 3)

 New information about auditory processing deficits and poor comprehenders (Chapter 4)

A new section about RTI and poor responders (Chapter 5)

New information about developing literate vocabulary and complex syntactic structures (Chapter 7)

Additional information about how to write genre specific texts (Chapter 9)

 New information on cognitive linguistic skills in writing (Chapter 10).

  • Preface    
  • Acknowledgments    
  • Contributors and Affiliations    
  • CHAPTER 1: Language and Reading: Convergences and Divergences    
  • CHAPTER 3: Defining and Classifying Reading Disabilities    
  • CHAPTER 4: Causes of Reading Disabilities    
  • CHAPTER 5:  Assessment and Instruction for Phonemic Awareness and Word Recognition Skills    
  • CHAPTER 6: Perspectives on Assessing and Improving Reading Comprehension
  • CHAPTER 7:  Assessing and Remediating Text Comprehension Problems   
  • CHAPTER 8:  Spelling Assessment and Intervention: A Multiple Linguistic Approach to   Improving Literacy Outcomes
  • CHAPTER 9:  Learning to Write    
  • CHAPTER 10: Developing Knowledge and Skills for Writing
  • Appendix 10.1
  • References
  • Index    

Author Bio

Alan G. Kamhi, Ph.D.            

Department of Communication

University of North Carolina at                               

Greensboro, Greensboro, NC

Hugh W. Catts, Ph.D.

Department of Speech-Language-                          

Hearing: Sciences and  Disorders                

University of Kansas, Lawrence, KS                      

Contributors

Cheryl M. Scott, Ph.D.

Department of Communication Disorders

Rush University Medical Center,

Chicago, IL

Carol E. Westby, Ph.D.  

Research Center for Family and Community      

Albuquerque, NM

Stephanie Al Otaiba, Ph. D.

Florida State University

Tallahassee, FL

Marcia L. Kosanovich Ph. D.

Florida Center for Reading Research

Tallahassee, FL

Joe K. Torgesen, PhD.

Florida Center for Reading  Research                       

Florida State University,

Tallahassee, FL

              

 Suzanne L. Adlof, Ph.D.

University of Kansas

Department of Speech-Language-Hearing: Sciences and Disorders,

Lawrence, Kansas

Kenn Apel, PhD;  Danielle Brimo, M.A.

School of Communication Science and Disorders,

The Florida State University,

Tallahassee, FL

Julie Masterson, PhD

Communication Sciences and Disorders

Missouri State University,

Springfield, MO

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