Nearly forty percent of all fourth graders in this country cannot read at grade level, and this number rises to sixty percent for children coming from poor families. This gap in learning increases as students go through grade school and is a primary reason for school failure. Ironically, this problem comes even after comprehensive research demonstrates that nearly all children can learn to read if taught using proven-effective instruction. Here, the authors describe the principles of this research in language that non-educators can understand and educators can use. It discusses how to recognize whether the research on reading is being used appropriately, and if not, how to make that happen. Through the eyes of parents and educators who have succeeded in their own struggles to change the educational system, the book provides the reader with the tools and knowledge for transforming the way reading is taught in their children's classrooms. This book takes the reader step-by-step through an understanding of the research on reading and ways in which a single, determined person can make a difference in the learning ability of every student in our nation's schools. Part One is a series of chapters written by individuals who discuss what they experienced during these battles and what made them successful. Part Two is written by a series of experts who describe how they have overcome the challenges involved in creating widespread change in school systems. This second edition also includes information on Common Core State Standards, increased testing and accountability efforts, and related policy issues that directly impact how children learn to read. The appendix is filled with resources-people, places, sample tools, a glossary and bibliography to help the reader. Some key features of this book include: *Easy to understand descriptions of research *First-person stories of how they have helped teach their kids to read *Clear understanding of scientifically based reading and how it can be applied to the classroom *Summary of reading-related Common Core State Standards *Sample tools for parent advocates *Resource lists of government officials, organizations that can help with reading efforts

Nearly 40% of all fourth graders in this country cannot read at grade level, and this number rises to 60% for children coming from poor families. This gap in learning increases as students go through grade school and is a primary reason for school failure. Ironically, this problem comes at a time when there is research to demonstrate that nearly all children can learn to read if taught using research-based instruction. Here, the authors describe the principles of this research in language that non-educators can understand and educators can use. It discusses how to recognize whether the research on reading is being used appropriately, and if not, how to make that happen. Through the eyes of parents and educators who have succeeded in their own struggles to change the educational system, the book provides the reader with the tools and knowledge for transforming the way reading is taught in their children's classrooms. This book takes the reader step-by-step through an understanding of the research on reading and ways in which a single, determined person can make a difference in the learning ability of every student in our nation's schools. Part One is a series of chapters written by individuals who discuss what they experienced during these battles and what made them successful. Part Two is written by a series of experts who describe how they have overcome the challenges involved in creating widespread change in school systems. The appendix is filled with resources-people, places, sample tools, a glossary and bibliography to help the reader.

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website. New to This Edition *Heightened emphasis on intervention, including significant new developments in reading comprehension and math. *Chapter on principles of effective instruction and MTSS. *Chapter on automaticity in reading, math, and writing. *Chapter on challenges in real-world implementation of evidence-based practices. *Chapter on the validity of the LD construct.

Studies of attention, memory, and executive function continue to provide a greater understanding of the human learning process and the nature of specific cognitive disabilities. But progress has been impeded by the absence of consensual, cross-disciplinary theories, definitions, and methodologies. This authoritative text presents research on the components of these central cognitive processes and explains how these findings can help clinicians assess and remediate reading and attention disorders. Gathering the work of prominent researchers in psychology, neuropsychology, special education, and medicine, the chapters consider each of these processes from different theoretical perspectives.

Nearly forty percent of all fourth graders in this country cannot read at grade level, and this number rises to sixty percent for children coming from poor families. This gap in learning increases as students go through grade school and is a primary reason for school failure. Ironically, this problem comes even after comprehensive research demonstrates that nearly all children can learn to read if taught using proven-effective instruction. Here, the authors describe the principles of this research in language that non-educators can understand and educators can use. It discusses how to recognize whether the research on reading is being used appropriately, and if not, how to make that happen. Through the eyes of parents and educators who have succeeded in their own struggles to change the educational system, the book provides the reader with the tools and knowledge for transforming the way reading is taught in their children's classrooms. This book takes the reader step-by-step through an understanding of the research on reading and ways in which a single, determined person can make a difference in the learning ability of every student in our nation's schools. Part One is a series of chapters written by individuals who discuss what they experienced during these battles and what made them successful. Part Two is written by a series of experts who describe how they have overcome the challenges involved in creating widespread change in school systems. This second edition also includes information on Common Core State Standards, increased testing and accountability efforts, and related policy issues that directly impact how children learn to read. The appendix is filled with resources-people, places, sample tools, a glossary and bibliography to help the reader. Some key features of this book include: *Easy to understand descriptions of research *First-person stories of how they have helped teach their kids to read *Clear understanding of scientifically based reading and how it can be applied to the classroom *Summary of reading-related Common Core State Standards *Sample tools for parent advocates *Resource lists of government officials, organizations that can help with reading efforts

In the tradition of Why Johnny Can't Read written by Rudolph Flesch in the 1950s, Leaving Johnny Behind provides a comprehensive examination of the barriers that deny children adequate literacy training. This book describes the obstacles faced by a school principal from Milwaukee's central city when he attempted to implement research-based reading practices. Upon further examination, he discovered that the reading establishment generally rejects the product of legitimate science, choosing instead to engage in a never-ending interfusion of the latest innovations, modifications, and gimmicks. This condition, Anthony Pedriana observes, has a disparate impact on poor and minorities, those who suffer from dyslexia and other forms of reading disability, and those for whom English is a second language.

Nearly 40% of all fourth graders in this country cannot read at grade level, and this number rises to 60% for children coming from poor families. This gap in learning increases as students go through grade school and is a primary reason for school failure. Ironically, this problem comes at a time when there is research to demonstrate that nearly all children can learn to read if taught using research-based instruction. Here, the authors describe the principles of this research in language that non-educators can understand and educators can use. It discusses how to recognize whether the research on reading is being used appropriately, and if not, how to make that happen. Through the eyes of parents and educators who have succeeded in their own struggles to change the educational system, the book provides the reader with the tools and knowledge for transforming the way reading is taught in their children's classrooms. This book takes the reader step-by-step through an understanding of the research on reading and ways in which a single, determined person can make a difference in the learning ability of every student in our nation's schools. Part One is a series of chapters written by individuals who discuss what they experienced during these battles and what made them successful. Part Two is written by a series of experts who describe how they have overcome the challenges involved in creating widespread change in school systems. The appendix is filled with resources-people, places, sample tools, a glossary and bibliography to help the reader.