Assessing and differentiating reading and writing disorders : (Record no. 1129)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 06914cam a2200313 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 16665653 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20190903124724.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 110224s2012 nyua 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2011923837 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781111539894 (pbk.) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC4704.85 |
| Item number | .L66 2012 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 LOM 1 |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Lombardino, Linda J. |
| 245 10 - TITLE STATEMENT | |
| Title | Assessing and differentiating reading and writing disorders : |
| Remainder of title | multidimensional model / |
| Statement of responsibility, etc. | Linda J. Lombardino. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Clifton Park, NY : |
| Name of publisher, distributor, etc. | Delmar Cengage Learning, |
| Date of publication, distribution, etc. | 2012. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xviii, 254 p. : |
| Other physical details | ill. ; |
| Dimensions | 23 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 215-248) and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 1. FOUNDATIONS FOR A PRACTIONERS'' MODEL OF READING ASSESSMENT. <br/>Component Skills of Reading. Spoken Language and Written Language Connections. Relationships between Strengths and Weaknesses in Oral Language Skills and Reading Skills. A Perspective on Reading Difficulties. Learning Disabilities. Research on English Language Learners. Educational Initiatives. Research on Differentiating Types of Reading Disabilities. Summary of the Foundations of Literacy. <br/>2. A MULTIDIMENSIONAL MODEL FOR ASSESSING READING AND WRITING. <br/>Overview of the Multidimensional Model for Assessing Reading and Writing. ENVIRONMENTAL FACTORS MODULE. Definitions and Scientific Support. NEUROBIOLOGICAL AND NEUROCOGNITIVE FACTORS MODULE. Definitions and Scientific Support. Neurobiological Factors. Genetic Factors. Neurocognitive Factors. Reasoning Abilities. Language Processing. Working Memory Processes. Speed of Processing. The Interaction of Biology and Environment. LANGUAGE KNOWLEDGE MODULE. Definitions and Scientific Support. Vocabulary Knowledge. Morphological Knowledge. Syntactic Knowledge. Discourse Knowledge. Word retrieval. PHONOLOGICAL KNOWLEDGE MODULE. Definitions and Scientific Support. PRINT KNOWLEDGE MODULE. Definitions and Scientific Support. Print Awareness. Emergent Writing. Letter Knowledge. GRAPHOPHONEMIC INTEGRATION MODULE. Definition and Scientific Support. Mapping Sound and Letter Units. Invented Spelling. WORD-LEVEL READING MODULE. Definitions and Scientific Support. Definitions and Scientific Support. Stages of Word-level Reading. WORD-LEVEL SPELLING MODULE. Definitions and Scientific Support. Stages of Spelling Development. TEXT-LEVEL READING MODULE. Definitions and Scientific Support. Text-level Reading Fluency. Text-Level Reading Comprehension. TEXT-LEVEL WRITING MODULE. Definitions and Scientific Support. Linking Reading and Writing. READING ACHIEVEMENT. Definitions and Scientific Support. Components of Reading Achievement. SUMMARY OF CONSTRUCTS NEEDED FOR READING. <br/>3. APPLICATION OF THE MULTIDIMENSIONAL ASSESSMENT OF READING AND WRITING DISORDERS TO THE DIAGNOSTIC PROCESS. <br/>General Principles for Assessing Reading and Related Processes. The Evaluation Process. Formal Assessment Procedures for Preschoolers through grade 1. Formal Assessment Procedures for Grade 1 and Beyond. Goals of Criterion Referenced Assessment and Diagnostic Procedures. Informal Assessment Measures for Spoken and Written Discourse. Spoken and Written Discourse Language Samples from Learners with a Reading Disability. Evaluating Text Genres in Speaking. Evaluating Text Genres in Writing. Factor to Consider when Diagnosing Reading and Writing Disorders. Appendix 3-1: Caregiver/Teacher Questionnaire for Emergent Readers (4- 7 years). Appendix 3-2: Caregiver/Teacher Questionnaire for School Age Children (end of 1st grade and beyond). Appendix 3-3: MARWR Checklist<br/>4. IDENTIFYING AND CLASSIFYING CHILDREN AT RISK FOR READING DEFICITS AND STRUGGLING READERS. <br/>Using the model to Evaluate and Diagnose Emergent Readers. Language and Emergent Literacy Deficit Profiles. Profile of Preschool and First grade Learners At Risk for Reading Deficit. Profile 1: Mixed Language and Emergent Literacy Deficit. Profile 2: Emergent Literacy Deficit. Profile 3: Environmental Disadvantage Literacy Deficit. Sample Diagnostic Report for Profile 1a: Mild to Moderate Mixed Spoken Language and Emergent Literacy Deficit. Sample Diagnostic Report for Profile 1b: Severe Mixed Spoken Language and Emergent Literacy Deficit. Sample Diagnostic Report for Profile 2: Emergent Literacy Deficit. Sample Diagnostic Report for Profile 3: Environmental Disadvantage Deficit. <br/>5. SCHOOL AGE LEARNERS WITH READING DEFICITS PROFILES. <br/>Using the MARWR to Evaluate and Diagnosis School-Age Learners with Reading Disabilities. Reading Disabilities as Identified in MARWR. Dyslexia. Most Common Diagnostic Indicators of Dyslexia. Mixed Spoken language and Literacy Disorder. Comprehension Deficit. Summary of Implications for Identifying Profiles of Strengths and Weaknesses. Sample Diagnostic Report for Profile 4a: Dyslexia. Sample Diagnostic Report for Profile 4b: Dyslexia (follow-up evaluation). Sample Diagnostic Report for Profile 5: Mixed Spoken Language and Reading. Sample Diagnostic Report for Profile 6: Comprehension Deficit. <br/>6. COUNSELING AND INTERVENTION. Rebecca Wiseheart, Ph.D., CCC-SLP<br/>The Emotional Rollercoaster of Diagnostic Counseling. Debunking the Myths of Dyslexia. Maintaining a Positive Relationship with Schools. Explaining the Diagnostic Results. Questions from Parents. Additional Parent Resources. Choosing an Intervention Setting. The General Education Setting. The Special Education Setting. The Clinical Setting. Guiding Principles for Therapy Providers. Core Components of Instruction. Oral Language Instruction. Phonological Awareness Instruction. Print and Letter Knowledge Instruction. Phonics and Word Recognition Instruction. Vocabulary Instruction. Fluency Instruction. Text Comprehension Instruction. Sample Treatment Plans. Treatment Plan for Emergent Literacy Deficit Profile: Brittany Brown". Treatment Plan for Dyslexic Profile: "Frank Fadino". Treatment Plan for Reading Comprehension Deficit Profile: "Harry Harper". Treatment Plan for Mixed Language and Reading Deficit Profile: "Ginny Gomez". Summary. <br/>Abridged version of the TOC<br/>1. FOUNDATIONS FOR A PRACTIONERS'' MODEL OF READING ASSESSMENT. <br/>2. A MULTIDIMENSIONAL MODEL FOR ASSESSING READING AND WRITING. <br/>3. APPLICATION OF THE MULTIDIMENSIONAL ASSESSMENT OF READING AND WRITING DISORDERS TO THE DIAGNOSTIC PROCESS. <br/>4. IDENTIFYING AND CLASSIFYING CHILDREN AT RISK FOR READING DEFICITS AND STRUGGLING READERS. <br/>5. SCHOOL AGE LEARNERS WITH READING DEFICITS PROFILES. <br/>6. COUNSELING AND INTERVENTION. Rebecca Wiseheart, Ph.D., CCC-SLP" |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning disabled children |
| General subdivision | Education |
| -- | Language arts. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Reading disability. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning disabilities. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 2 |
| e | epcn |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Stack text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 18/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/09/2019 | 3 | 371.9 LOM 1 | 18816 | 13/05/2026 | 01/04/2026 | 03/09/2019 | Stack text books | ||||
| Dewey Decimal Classification | R-11/3 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 05/02/2020 | 3 | 371.9 LOM | 18815 | 11/01/2023 | 06/01/2023 | 05/02/2020 | Reference text books |