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Educators searching for a guided tour through the literature on the research and practice of teaching reading to students with learning disabilities will find this text invaluable. The book is organized in two sections. The first embraces the general field of learning disabilities, reading and the reader, effective teaching, the reading components of work recognition and comprehension, and comprehending text. The second consists of a comprehensive annotated bibliography on reading instruction for students with learning disabilities. The authors emphasize the relationship between research and practice by moving beyond definitions of learning disabilities and reading to concrete examples of effective strategies for improving the reading of students. Educators should find the plethora of reading strategies that parallel specific reading "skills" and learner characteristics extremely helpful in planning appropriate reading instruction for students with learning disabilities. Although most are not described in great detail, strategies and instructional alternatives are identified by name and author and are annotated in the extensive bibliography. Furthermore, the strategies are explained in the context of learning and reading theory, a substantive contribution to the field of reading and learning disabilities. Upper-division through faculty. D. L. Norland; Luther College