Publisher Paul H. Brookes Publishing Co. Publication Date 1999
Editor Judith R. Birsh
I. Book Summary
This comprehensive presentation of multisensory techniques for teaching written language skills includes the research, content, and methods for teaching phonological awareness; alphabet skills; spelling and grammar; reading accuracy, fluency and comprehension; handwriting, composition, study skills and more. Along with specific strategies each chapter provides a resource list of instructional materials.
II. Specific Information
This is a textbook presentation of each of the elements taught in an academic language therapy program. The history and research that demonstrate the effectiveness of the techniques and the content employed in academic language therapy are explained and documented.
Some chapters develop important areas that may not have been included in the original training program of most of today�s therapists since recent research has shown the need for the addition or amplification of some new content subject. One example is the chapters that discuss the elements of oral language and phonological awareness. Research has shown to be essential for the learning of reading and spelling skills for those who are at risk for reading failure. Most of this research is less than ten years old. Other helpful areas included in this book multisensory mathematics, �quick tricks� to improving student relationships with teachers, preparing a student to transition from remedial language training as a pull-out class to spending full time in a general classroom, tips for multisensory strategies in the general classroom, using multisensory language instruction for adult education, techniques for remediation for high-functioning dyslexics and suggestions for helping the parents of dyslexic children.
Those chapters which present the essential elements of academic language therapy provide information to enhance the knowledge and skills of the therapist. This includes more explanation of how, for example, alphabet skills are essential to reading and gaining access to information. The chapter, �A Short History of the English Language�, presents a framework for the connection between the history behind English words of Anglo-Saxon, Latin and Greek origin and the decoding, syllable patterns and morphemes of these words. The chapters that cover decoding, fluency and comprehension present not only the blueprint for ALT reading instruction, but also include helps for fluency and comprehension instruction. The chapter on composition includes clear guidelines, goals, content and techniques for proofreading and editing
III. Reader's Opinion
This is an outstanding and much-needed book. I do not know of any other book that includes so much in one book: the blueprint for academic language therapy, the methods, the content, the why�s, the research that establishes its effectiveness, helping parents, even multisensory mathematics. It�s hard to imagine what else could have been included.
IV. Audience
This book is a must-have for every academic language therapist. It is not just a book to read, it is a book to refer again and again as new students with new challenges present themselves to us. It is a book all reading and written language instructors of all ages should read. Perhaps one day it will happen.
Publisher York Press, Inc. Publication Date 1998
Author: Ann Cashwell Tuley, Based on the Work of Alice Ansara
I. Book Summary
This book presents the methods and content of Alice Ansara�s clinical work with adolescents who had reading difficulties at all levels. It includes information for the teacher or reading practitioner to evaluate the needs of adolescent students, principles and strategies for teaching these students, and content to be covered including, sounds, syllable division, vocabulary, spelling including generalizations for adding suffixes, the value and how to�s of phrasing for reading, specific suggestions for comprehension and study skills.
II. Specific Information
This book presents strategies for evaluating initially and through the teaching process the specific deficits of each student and then jumping in at that point with intervention. This is appropriate for many adolescents who due to their age and years in school are able to more quickly assimilate reading and spelling principles. The book uses many of the Orton-Gillingham principles, with credit given to Aylett Cox�s work among others. However, it is not a presentation of the program ALTA members use, and, for example, does not include the linkages or a step-by-step introduction to tiny pieces of new learning.
Directions and sample pages are given to guide each student in developing his own student notebook with sections for sounds, syllable division, spelling, etc. Each chapter ends with planning suggestions including objectives, materials, procedures and evaluation. The book also includes a number of word lists for both reading and spelling concepts.
A chapter titled �Phrasing: The Next Stage of Reading� provides helpful instruction for building fluency for students prone to the word-by-word reading of many of our dyslexic students. This chapter includes a presentation of �signal words,� words that signal transition of thought such as: but, for, because, still, although, etc. These words so often overlooked are critical to comprehension.
III. Reader's Opinion
This book if full of ideas I could use, especially with older students. I especially liked the planning suggestions at the end of each chapter and the examples of notebook pages and of various recommended exercises.
IV. Audience
This book is directed to public remediative reading teachers and special education teachers of adolescent students. Many students with reading difficulties are diagnosed by the public school system as needing extra help but not requiring their special dyslexia reading programs. Teachers of these so-called �non-dyslexic� students will find a very helpful reading and spelling remediation program in this book. There are also a lot of helpful ideas for academic language therapists working privately or with small groups. This is a good book for ALTA members to add to their library, to draw upon as needed. This program could enhance our work, but it is inadequate by itself for young students or the severely dyslexic teenager.
