Table Of Content2
Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285-0624
USA
www.brookespublishing.com
Copyright © 2018 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
Previous edition copyright © 2011.
“Paul H. Brookes Publishing Co.” is a registered trademark of Paul H. Brookes Publishing
Co., Inc.
Cover photo © iStockphoto.com
The individuals described in this book are composites or real people whose situations are
masked and are based on the authors’ experiences. In all instances, names and identifying
details have been changed to protect confidentiality.
Purchasers of Multisensory Teaching of Basic Language Skills, Fourth Edition, are granted
permission to download, print, and photocopy the appendices in the Online Companion
Materials available at www.brookespublishing.com/birshcarreker/materials for educational
purposes. These appendices may not be reproduced to generate revenue for any program or
individual. Unauthorized use beyond this privilege may be prosecutable under federal law. You
will see the copyright protection notice at the bottom of each downloadable and
photocopiable page.
A companion activity book, Multisensory Teaching of Basic Language Skills Activity Book,
Fourth Edition (ISBN: 9781681253084), by Suzanne Carreker and Judith R. Birsh, is also
available from Paul H. Brookes Publishing Co. (1-800-638-3775; 1-410-337-9580). For
more information on the Multisensory Teaching of Basic Language Skills materials, go to
www.brookespublishing.com.
Library of Congress Cataloging-in-Publication Data
Names: Birsh, Judith R., editor. | Carreker, Suzanne editor.
Title: Multisensory teaching of basic language skills / edited by Judith R. Birsh, Ed.D.,
Independent Literacy Consultant, Certified Academic Language Therapist (CALT),
3
Qualified Instructor (QI), New York, New York, and Suzanne Carreker, Ph.D., CALT-
QI, Principal Educational Content Lead, Lexia Learning Systems, Concord,
Massachusetts, with invited contributors.
Description: Fourth Edition. | Baltimore, Maryland : Paul H. Brookes Publishing
Company, [2018] | “Previous edition copyright (c) 2011”—T.p. verso. | Includes
bibliographical references and index.
Identifiers: LCCN 2018005328 (print) | LCCN 2018010368 (ebook) | ISBN
9781681252919 (epub) | ISBN 9781681252926 (pdf) | ISBN 9781681252261
(hardcover)
Subjects: LCSH: Dyslexic children—Education—United States. | Dyslexics—Education—
United States. | Language arts—United States.
Classification: LCC LC4708.85 (ebook) | LCC LC4708.85 .M85 2018 (print) | DDC
371.91/44—dc23
LC record available at https://lccn.loc.gov/2018005328
British Library Cataloguing in Publication data are available from the British Library.
Version 1.0
4
Contents
About the Online Companion Materials
Online Companion Materials
About the Editors
About the Contributors
Foreword Louisa C. Moats, Ed.D.
Preface
Acknowledgments
Section I Introduction to Multisensory Teaching
Chapter 1 Connecting Research and Practice
Judith R. Birsh
Learning Objectives
The Science of Reading
Definition and Importance of Scientifically Based Research
The National Reading Panel
College- and Career-Readiness Standards
Research on the Components of Reading
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Understanding Dyslexia Through Reading Research
Teachers Can Deliver Evidence-Based Reading Instruction to All
Students
Effective Instruction Improves Reading and Changes the Brain
Content and Delivery of Reading Instruction Is Critical
Personalized Instruction Is Important
Intensity of Instruction Matters
5
Closing Thoughts: The Impact of Research on Practice
Online Companion Materials
Knowledge and Skill Assessment
References
Chapter 2 Structured Literacy Instruction
Mary L. Farrell and Nancy Cushen White
Learning Objectives
A Common Framework
Structured Literacy
Structured Literacy: Content of Instruction
Structured Literacy: Principles of Instruction
Multisensory Instructional Strategies
What Are Multisensory Instructional Strategies?
History of the Use of Multisensory Instructional Strategies
Why Phonics Works
Efficacy of Structured Literacy Instruction
Evidence From Neuroscience
Efficacy of Simultaneous Multisensory Instructional Strategies
Efficacy of Multisensory Strategies: Studies of Cognition
Neuroscience Offers Insights Into Reading and Multisensory
Processing
Implications for Future Research and Practice: A Two-Way Street
Closing Thoughts: Multisensory Structured Literacy
Online Companion Materials
Knowledge and Skill Assessment
References
Section II Pre-reading/Literacy Skills
Chapter 3 Oral Language Development and Its Relationship to Literacy
Lydia H. Soifer
Learning Objectives
Language: A Dynamic, Rule-Governed Process
Oral–Written Language Connection
Oral–Written Language Differences
Components of Language
Language Form
Language Content
Language Use, or Pragmatics
6
Executive Function, Working Memory, Language, and Literacy
Dynamic Nature of Classroom Language
Closing Thoughts: Oral Language and Literacy
Online Companion Materials
Knowledge and Skill Assessment
References
Chapter 4 Pre-Kindergarten Literacy
Eve Robinson, Carolyn DeVito, and Gloria Trabucco
Learning Objectives
Emergent Literacy
Why Emergent Literacy Matters
Emergent Literacy and the Home Environment
Emergent Literacy and the Early Childhood Educator
The Importance of the Classroom Environment
The Physical Space
Learning Centers: The Foundation of Preschool Classrooms
Evidence-Based Multisensory Activities That Develop Foundational
Literacy Skills
Oral Language
Phonological Awareness
Concepts of Print
Letters, Sounds, and the Alphabetic Principle
Writing Development
A Project-Based Approach to Developing Emergent Literacy
Autumn or the Harvest
Assessment of Learning in Preschool: Formal and Informal Systems
Formal Assessment Tools
Informal Assessment Processes
Closing Thoughts: Emergent Literacy in the Pre-Kindergarten
Years
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 4.1: Technology Resources Elaine A. Cheesman
Chapter 5 Alphabet Knowledge: Letter Recognition, Letter Naming, and
Letter Sequencing
Kay A. Allen and Graham F. Neuhaus
Learning Objectives
7
Role of Letter Recognition in the Reading Process
Letters—The Building Blocks of Literacy
Letter Names—The Stable Property
Letter Names—Catalysts for Learning Letter Sounds
From Individual Letters to Letter Sequences
Letter-Name Knowledge Predicts Reading Achievement
Letter Recognition and Naming—The Need for Automaticity
Letter Recognition and Naming—The Need for Differentiated
Instruction
Letter Recognition and Naming—Reversals
Considerations for Instruction
Principles of Effective Instruction
Activities for Teaching Letter Recognition
Materials for Instruction
Activities for Developing Letter Identification, Naming, and
Sequencing Skills
Games to Reinforce Letter Identification, Naming, and
Sequencing Skills
Activities for Developing Alphabetizing Skills
Closing Thoughts: Building Alphabet Knowledge
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 5.1: Technology Resources Elaine A. Cheesman
Chapter 6 Teaching Phonemic Awareness
Lucy Hart Paulson
Learning Objectives
Phonemic Awareness Within Phonological Processing Abilities
Phonological Processing
Phonological Representation
Phonemic Awareness Foundations for Decoding, Spelling,
Vocabulary, and Fluency
Phonics
Spelling
Vocabulary
Fluency
Causal Connections of Phonemic Awareness
What Is a Phoneme?
Phonological and Phonemic Awareness Components and
Developmental Sequences
8
Phonological Awareness Components on the Linguistic
Hierarchy
Development Along the Hierarchy
Development of Simple to Complex Phonological and Phonemic
Awareness
Rhyme Awareness Development
Syllable to Phoneme Awareness With Blending and
Segmenting
Complex Phonemic Awareness Skills
Phonemic Awareness Skill Expectations According to State
Standards
Early Learning Standards
State Standards
Phonemic Awareness as a Predictive Indicator of Literacy
Development
Phoneme Characteristics
Vowel Phonemes of Standard American English
Consonant Phonemes of Standard American English
Phonemes in Written Language
Assessing Phonemic Awareness
Screening and Progress Monitoring Procedures
Progress Monitoring
Screening and Progress Monitoring Tools
Diagnostic Procedures and Available Tools
Instruction in Phonemic Awareness for Prevention and Intervention
Tier 1 to Tier 2 Instruction and on to Tier 3 Intervention
Rhyming Instruction
Segmenting and Blending Instruction
Higher Level Manipulation Tasks
Programs for Teaching Phonemic Awareness
Closing Thoughts: Phonemic Awareness and Literacy
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 6.1: Technology Resources Elaine A. Cheesman
Section III Beginning Reading/Literacy Skills
Chapter 7 Assessment of Reading Skills: A Review of Select Key Ideas and
Best Practices
Larry E. Hess and Eileen S. Marzola
9
Learning Objectives
Basic Measurement Concepts and Statistics for Standardized
Assessment
Reliability and Validity
Norms
Ethics
Overview: Types of Assessment
Interpreting Results: Some Common Pitfalls to Avoid
Standardized Assessment Within the Response to Intervention
Model
Inconsistent Results in the Real World
Serial Assessment and Score Changes Over Time
Measuring a Response to an Intervention
Moving Between Tiers
Importance of Early Screening and Intervention
Using Screeners in School Settings
Screening Instruments
Consequences of Delaying Intervention
Focus of Early Identification in Kindergarten Through Grade 3
Screening Through the Grades: Grades 4–12
Underlying Deficits Associated With Reading Difficulties
Technology-Enhanced Screening and Progress Monitoring Systems
Role of Comprehensive Assessments
Skills Commonly Measured on Standardized Assessments
Phonemic Awareness
Rapid Automatized Naming and Rapid Alternating Stimulus
Nonsense Word Reading
Word Identification
Reading Comprehension
Role of Nonstandardized Assessments in Reading Instruction
Formative and Summative Assessment
Curriculum-Based Measures
Sources for Tests
Formative Assessment in Multisensory Language Programs
Building on Multisensory Language Instruction Benchmarks
Informal Reading Inventories
Closing Thoughts: Best Practices for Assessment and
Recommendations for Further Research
Online Companion Materials
Knowledge and Skill Assessment
References
Appendix 7.1: Online Resources for Assessment
10
