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  Strategy Instruction for Students with Learning Disabilities, Second Edition

  Robert Reid, Terri Ortiz Lienemann, and Jessica L. Hagaman

  Co-authored by Jessica Hagaman, UNO faculty member.

  Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a Web page where they can download and print these materials in a convenient 8 1/2" x 11" size.

  New to This Edition
  *Chapter on lesson planning, including extensive sample lessons for two strategies.
  *Chapter on handwriting and spelling.
  *New material on response to intervention and on attention-deficit/hyperactivity disorder (ADHD).
  *Expanded coverage of working memory.
  *Additional strategies throughout the content-area chapters.

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  Behavioral Disorders: Practice Concerns and Students With EBD

  Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatori, and Jessica L. Hagaman

  Editors: Jeffrey P. Bakken, Festus E. Obiakor, and Anthony F. Rotatori

  Chapter 2, Academic Instruction and Students with Emotional and Behavioral Disorders, authored by Jessica Hagaman, UNO faculty member.

  Along with Volume 22 of the same series, this book addresses the most current perspectives and issues related to behavior disorders and it involves leaders in the behavior disorders field. This books specifically addresses practice concerns and students with EBD. This book is organized to allow readers to follow behavioral disorders in a very logical and thoughtful process. Topics addressed include inclusion, social skills training, effective instruction, response-to-intervention, transition, technology finally ending with working families, and teacher preparation. Chapters can be read in order or independently since they have considerable versatility. This volume of Advances in Special Education will be an excellent resource for special education professionals who teach and serve students with behavioural disorders.

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  Building Comprehension in Adolescents: Powerful Strategies for Improving Reading and Writing in Content Areas

  Linda H. Mason, Robert Reid, and Jessica L. Hagaman

  Co-authored by Jessica Hagaman, UNO faculty member.

  Comprehension problems have become an epidemic: One out of every four secondary school students is unable to read and comprehend the material in textbooks.Start addressing the root of the problem today with this practical guidebook, designed to strengthen adolescents' reading comprehension and written expression so they can master academic content. Developed for middle and high school teachers, this book helps educators improve students' reading and writing through Self-Regulated Strategy Development (SRSD), an evidence-based instructional approach that shows students how to apply proven strategies independently to boost their school success. Teachers will get complete lesson plans for teaching strategies that use proven, validated SRSD methods that are based on sound instructional theory and have had documented positive effects. Build a foundation for higher achievement. Teachers will discover ways to embed reading, writing, and organization strategies into science and social studies lessons, so students can sharpen their understanding of complex academic content.

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  Learning about Learning Disabilities

  Bernice Y.L. Wong, Deborah L. Butler, Linda H. Mason, and Jessica L. Hagaman

  Chapter 7, Highlights in Reading Comprehension Intervention Research for Students with Learning Disabilities, co-authored by Jessica Hagaman, UNO faculty member.

  Learning about Learning Disabilities, 4e continues to provide equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Fourth Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and 11 new chapters, coverage is both comprehensive and thorough, encompassing the classification and identification of learning disabilities, learning disabilities in reading, writing, math, and social studies, interventions, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults. Readers will find Learning About Learning Disabilities, Fourth Edition suitable for use as a reference source for researchers or as a graduate level text.

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  Investigations in Clinical Phonetics and Linguistics

  Fay Windsor, M. Louise Kelly, Nigel Hewlett, Paul A. Dagenais, and Amy Wilson Teten

  Chapter 29: Acceptability and Intelligibility of Moderately Dysarthic Speech by Four Types of Listeners, co-authored by Amy Wilson Teten, UNO faculty member.

  Investigations in Clinical Phonetics and Linguistics is a sequel to the eighth meeting of the International Clinical Phonetics and Linguistics Association, attended by delegates from 26 different countries. This book reflects the scope of the subject area of clinical phonetics and linguistics, the balance of input into it with respect to the different kinds of research being carried on, and the representation of researchers from different parts of the world. Its scope includes the application of all levels of linguistic analysis and the chapters of the book have been ordered as far as possible according to linguistic level, beginning with pragmatics and ending with acoustics. It will be immediately apparent that a greater number of chapters are concerned with applications of phonetics and phonology then with any other levels.