Assessing and Differentiating Reading and Writing Disorders: Multidimensional Model
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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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
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Assessing and Differentiating Reading and Writing Disorders ...
Limited preview - 2011
2012 Cengage Learning ability accuracy alphabetic areas assessment average range Berninger clinic component composite score copied Copyright 2012 Cengage depressed developmental diagnostic domains Due to electronic duplicated dysgraphia dyslexia eBook and/or eChapter(s Ehri electronic rights emergent literacy evaluation Evan’s factors Gail’s grade Harry’s identified instruction intervention knowledge language impairment language skills learners learning disabilities listening comprehension literacy skills Lombardino MARwR mixed spoken modules morphological ofreading oral language oral reading percentile phonemic awareness phonics phonological awareness practitioners preschool processing speed profiles reading and spelling reading and writing reading comprehension reading deficits reading difficulties reading disabilities reading fluency reading skills retell Rights Reserved scanned sentences Shaywitz Snowling sounds specific specific language impairment spoken and written spoken language standard score Stanovich story strengths and weaknesses subtest suppressed syllables tests third party content tion vocabulary whole WISC-IV WJ III ACH word reading word recognition written language