Assessing and Differentiating Reading and Writing Disorders: Multidimensional Model

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Cengage Learning, Nov 1, 2011 - Language Arts & Disciplines - 352 pages
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ASSESSING AND DIFFERENTIATING READING & WRITING DISORDERS: A MULTIDIMENSIONAL MODEL provides a framework for differentiating among various types of reading and writing disorders in order to assist the practitioner in establishing a differential diagnosis. This text introduces a multidimensional model that can be used to create profiles of a learner's strengths and weaknesses using 10 skill domains associated with reading and writing. Samples profiles for preschool and school-age children include assessment protocols, diagnostic reports, and treatment plans. A synopsis of relevant literature related to the relationships between spoken and written language, and the best predictors of reading achievement, along with a chapter devoted to counseling and intervention round out the text to provide a complete roadmap for evaluating the weaknesses and strengths in children who have reading and writing difficulties. Professionals who test children for reading and writing disorders and advanced students will find this text an essential tool.
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Foundations for a Practitioners Model of Reading Assessment
A Multidimensional Model for Assessing Reading and Writing
Application of the Multidimensional Assessment of Reading and Writing Disorders to the Diagnostic Process
Identifying and Classifying Children at Risk for Reading Deficits
Identifying and Classifying SchoolAge Children with Reading Disorders
Counseling and Intervention

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About the author (2011)

Linda J. Lombardino, PhD is a Professor of Speech-Language Pathology who has specialized in spoken and written language disorders for many years. For more than a decade, she directed the reading disabilities clinic in the Department of Communication Sciences and Disorders' Speech and Language Clinic . She has taught for more than 30 years in the Department of Communication Sciences and Disorders at the University of Florida and has recently moved into the School of Special Education, School Psychology, and Early Childhood Studies. She is a co-author of the Assessment of Literacy and Language (ALL; Lombardino, Lieberman, & Brown, 2005). She currently teaches graduate coursework in language and literacy development, assessment, and intervention.

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