CHAPTER 1Just the Facts   Introduction Imagine being a struggling student or a student with a diagnosed learning disability sitting in a classroom and hearing the teacher rave about others' work. Imagine seeing your sibling's excellent report card posted on the refrigerator. Imagine your siblings being honor roll students. Imagine hearing teachers and parents commenting, "Look at Lisa, she is always prepared and works so hard." "Why can't you be more like her?" "You just need to try harder." Ima -- CHAPTER 2Diagnostics   Introduction With Response to Intervention (RTI), students should receive differentiated instruction within their classroom (Tier I Intervention) and in small groups (Tier 2 Intervention) before a more individualized and intensive plan is initiated (Tier 3 Intervention). When a student is referred for Tier 3 intervention, evaluations may be indicated for special education services. In a private setting, these referrals for evaluations may occur while a student is in any ti -- CHAPTER 3Getting Started: Preliteracy Skills   Introduction As stated in chapter 1, many children with reading problems have spoken language problems (Reed, 2005). Language impairment and reading disorders commonly co-occur with an auditory processing disorder (APD) (Sharma, Purdy, & Kelly, 2009). It is important to understand language milestones in preschool and kindergarten and the impact that nonmastery of these milestones may have on learning and literacy skills. These milestones should have.

CHAPTER 4Reading Is Rocket Science   Introduction Educators often say that kindergarten through second grade students are learning to read and that students from third grade forward are reading to learn. This includes longer and more complex reading passages, increased critical thinking, as well as an increase on other subjects such as science and social studies. This has great significance for those students who are not demonstrating age-appropriate reading skills and reading comprehension by t -- CHAPTER 5 Across the Curriculum   Introduction As stated in chapter 1, 80% of students with learning disabilities also have a language disability (Reed, 2005). These students may demonstrate difficulties in all academic subjects. Let us take a math story problem, for example. In order to be successful in solving these problems, students must understand the concepts and vocabulary being presented, and then they must be able to read and comprehend the problem. They must reason through how to solve -- CHAPTER 6 Expressing Oneself Through Writing   Introduction Children with preschool speech and language disorders often are considered at risk for school-age reading, writing, and spelling difficulties (Singer, 1995). Research also reveals that children with language impairment (LI) produce written texts that have fewer words, syntax errors, and poorer organization, similar to their oral language (Bishop & Clarkson, 2003 -- Dockrell, Lindsay, Connelly, & Mackie, 2007 -- Singer & Bashir, 2004 -- Scott.

CHAPTER 7 Publishers Provide What?   Introduction As I continue to work with students who have online access to resources from textbook publishers, I am amazed and excited about what is available for them and, in particular, for students with language-based learning disabilities. It is amazing to think that several high schools around the country no longer have textbooks but instead have laptops or tablet devices and students have access to all of their textbooks and assignments online (Collom, -- CHAPTER 8 Classroom Strategies   Introduction Everyone likes to be successful. However, it is easier to be successful when the expectations are known and are consistent. Imagine a classroom environment where regardless of grade level or teacher, the expectations and strategies used are always the same. For instance, when a math word problem is presented, the same steps are followed and documented each time -- when a book report is due, the same format is used to gather information from the book -- o -- CHAPTER 9 Strategies for Home   Introduction Parents play a crucial role is assisting their child to become more independent with the strategies that will increase academic success. This includes participating in therapy when possible, completing therapy assignments, helping with school homework, or working to increase particular academic skills. If the parents do not have an opportunity to participate in therapy, I provide information at the onset of therapy that explains the strategies that wi -- CHAPTER 10 The Greatest Resources.