Recommended Books
This handbook is designed to provide volunteer tutors with specific hands-on information about the tutoring process. Tutors will learn how to get students excited about learning to read, how to structure and implement tutoring sessions, and how to keep records and evaluate both students and themselves.
This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning In ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students.
In Ready to Learn, Stan Goldberg draws on thirty years of clinical experience (and personal experience as the father of two kids with learning differences) to provide an easy-to-use guide to helping children overcome any problems and improve their learning skills.
This practical and accessible guide is organized around the five key components of reading instruction. The authors begin each section with a clear description of why instruction in that particular component is important and what that instruction should look like. The book includes descriptions of more than 60 lessons that can be adapted for many different levels of instruction, as well as a very useful glossary of terms related to literacy and English language learning. Clearly written and well-organized, this book would be equally useful to veteran reading teachers and teachers who are exploring reading instruction for the first time.
In this guidebook, Jana Echeverría and MaryEllen Vogt propose an approach based on the Sheltered Instruction Observation Protocol (SIOP) model. The authors offer a helpful roadmap for practitioners by outlining a number of considerations and interventions for Tiers 1, 2, and 3, including guides and examples for each tier, as well as extensive information about best instructional practices, parent involvement in RTI, and RTI for secondary ELLs.
As a result of NCLB legislation and the reauthorization of IDEA 2004, Response to Intervention (RTI) is now a mandated process for documenting the existence or nonexistence of a learning disability. For educators new to the RTI approach, Response to Intervention presents an overview of key concepts with guidelines for accountability practices that benefit students in inclusive classrooms.
Catherine Collier has compiled a groundbreaking collection of 200+ interventions for use with culturally and linguistically diverse learners. The strategies are organized into four tiers and are accompanied by guidelines, cultural and linguistic considerations, and research-based references. While these interventions will be particularly helpful to practitioners working within an RTI model, the strategies will also be of value in all classrooms with diverse learners.
Written by leading special education researchers with the National Research Center on Learning Disabilities and the University of Kansas, this comprehensive yet accessible reference provides administrators with practical guidelines for launching RTI in their schools. Highlighting the powerful role that RTI can play in prevention, early intervention, and determining eligibility for special services, the authors cover the three tiers of RTI, schoolwide screening, progress monitoring, and changes in school structures and individual staff roles.
This practical volume is designed to help school practitioners and educators build stronger connections with families and enhance student achievement in grades K-12. Beyond simply getting parents involved in schoolwork, the book describes how positive family-school relationships can socialize and support children and adolescents as learners throughout their academic careers. Identified are key pathways by which professionals and parents can develop common goals for learning and behavior, a shared sense of accountability, better communication, and a willingness to listen to different perspectives. The focus is on assumptions, goals, attitudes, behaviors, and strategies that professionals can draw on both to assess school-home connections that are currently in place and to implement new, more productive practices. Grounded in theory and research, the book features case examples, self-reflective exercises, and discussion questions in every chapter.
In this helpful guide, Professor Sonia Soltero of DuPaul University takes a fresh look at the schoolwide factors that influence ELL achievement and offers suggestions on how to orient the entire school community towards ELL success. She includes a timely discussion of language learning myths, the role of public opinion on ELL programming, and the socioeconomic realities that can affect students and parents alike, as well as classroom ideas and recommendations for leadership and advocacy.
Proceeds from the sale of books purchased from our recommended books section can help support LD OnLine.
