000			04168cam a2200349 a 4500
999			_c6735 _d6735
001			16835123
003			OSt
005			20200319164652.0
008			110620s2011 caua b 001 0 eng
010			_a 2011016911
020			_a9781597563666 (alk. paper)
020			_a1597563668 (alk. paper)
035			_a(OCoLC)ocn377778080
040			_aDLC _cDLC _dYDX _dBTCTA _dYDXCP _dBWX _dCDX _dE4K _dDLC
050	0	0	_aLC4015 _b.C653 2011
082	0	0	_a371.914 2 COU _223
100	1		_aCourter, Margo Kinzer.
245	1	0	_aHere's how children learn speech and language : _ba text on different learning strategies / _cMargo Kinzer Courter.
260			_aSan Diego : _bPlural Pub., _cc2011.
300			_axvi, 196 p. : _bill. ; _c28 cm.
490	1		_aHere's how series
504			_aIncludes bibliographical references and index.
505			_aForeword; Preface; 1. Just the Facts; Introduction; Here Are Important Definitions; Here Are Some Facts; Fact #1: Percent of Students With Learning and Language Disabilities; Fact #2: (Central) Auditory Processing Disorder (APD), Language Impairment, and Reading Disorder; Fact #3: Childhood Apraxia of Speech, Language, and Learning Disorders; Fact #4: Word-Finding, Language Impairment, and Learning Disabilities; Fact #5: Percent of Students With Learning Disabilities; Fact #9: Language-Based Learning Disability Is a Better Descriptor Than Dyslexia Here Are Some Signs for Students Who May Be at Risk of a Learning DisabilityHere Are the Laws That Guarantee an Equal Education for All; Introduction to Individuals With Disabilities Education Act (IDEA 2004); Here's Information Regarding Reauthorization of IDEA 2008; Here's Information Regarding the NCLB Act of 2001; Introduction to Section 504 of the Rehabilitation Act (1998); Here Are the Agencies That Enforce the Laws; Office for Civil Rights (OCR); The Office of Special Education and Rehabilitative Services (OSERS); Conclusion; References; 2. Diagnostics; Introduction Preschool/Kindergarten ChildrenMorphology Introduction; Phonology Introduction; Auditory Short-Term Memory Skills Introduction; Word Finding Introduction; Possible Assessment Tools; School-Age Assessment Essentials Introduction; Rating Scales; Receptive and Expressive Vocabulary Measures; Word-Finding Measures; Central Auditory Processing Disorder (C)APD; Written Language Expression; Phonological Awareness Assessment; Problem Solving; Determining the Significance of the Testing Results; Possible Profiles; What Happens After the Evaluation; Conclusion; References 3. Getting Started: Preliteracy SkillsIntroduction; Auditory Short-Term Memory Introduction; Area: Auditory Short-Term Memory; Auditory Short-Term Memory Strategies; Sequencing Events Introduction; Area: Sequencing of Events; Sequencing Strategies; Phonological Awareness Introduction; Area: Phonological Awareness; Strategies for Phonological Awareness; Narrative Skills Introduction; Area: Narrative Skills; Developing Narrative Skills Strategies; Preschool Language Skills and PossibleAcademic Effects; Conclusion; References; 4. Reading Is Rocket Science; Introduction Early Reading IntroductionArea: Early Reading; Early Reading Strategies; Building Reading Success Introduction; Area: Building Reading Success; Building Reading Success Strategies; Conclusion; References; 5. Across the Curriculum; Introduction; Symbols and Abbreviations in Note Taking Introduction; Vocabulary Introduction; Vocabulary Goals; Vocabulary Strategies; Information Presented Orally Introduction; Spoken Directions and Lecture Information Goals; Spoken Directions and Lecture Information Strategies; Following Written Directions Introduction; Following Written Directions Goals
650		0	_aChildren with disabilities _xEducation.
650		0	_aSpeech disorders in children.
650		0	_aLanguage disorders in children.
650		0	_aResponse to intervention (Learning disabled children)
830		0	_aHere's how series.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cRFT _h371.914 2 COU