PSYC 400/EDPY400: Teaching and Managing the Child with Learning Difficulties (Rev. A8/A2) Report a Broken Link

Psychology 400: Teaching and Managing the Child with Learning Difficulties emphasizes remedial strategies, specific teaching and management suggestions, the development of special materials, and various classroom and curriculum modifications to meet the needs of students with learning difficulties. The course examines many aspects of teaching and suggests a variety of practical approaches reflecting a number of theories. The materials identified in this Digital Reading Room are supplementary to the course; they are not required reading.

Supplementary Readings

Unit 5

Social, Emotional, and Behavioral Development
Elksnin, L. K., & Elksnin, N. (2003). Fostering social-emotional learning in the classroom. Education, 124(1), 63-77. Discusses ways in which teachers can promote social-emotional learning through the development of emotional intelligence.
Lock, R. H., Church, K., Gottschalk, C. M., & Leddy, J. N. (2003). Enhance social and friendship skills. Intervention in School and Clinic, 38(5), 307-311. Identifies ways in which teachers can enhance the social and friendship skills of their students.
Williams, G. J., & Reisberg, L. (2003). Successful inclusion: Teaching social skills through curriculum integration. Intervention in School and Clinic, 38(4), 205-211. Presents a model for teaching social and behavioral skills in the context of the general curriculum.

Unit 6

Assessing and Teaching Language
Brice, R. G. (2004). Connecting oral and written language through applied writing strategies. Intervention in School & Clinic, 40(1), 38-47. Explores how writing skills can be enhanced through the teaching of the underlying components of language, including phonology, morphology, syntax, semantics, and pragmatics.

Unit 7

Assessing and Teaching Reading
Bursuck, W. D., Smith, T., Munk, D., Damer, M., Mehlig, L., & Perry, J. (2004). Evaluating the impact of a prevention-based model of reading on children who are at risk. Remedial and Special Education, 25(5), 303-313. Presents a model for preventing reading failure.
Ivey, G., & Maker, M. (2004). Phonics instruction for older students? Just say no. Educational Leadership, 61(6), 35-39. Examines the needs of struggling older readers, and argues against the imposition of quick-fix solutions in intermediate and higher-level students.
Weaster, K., & Downing, J. A. (2004). Reading and behavioral disorders: Searching for meaning under the streetlight. Intervention in School and Clinic, 40(1), 59-62. Focuses on strategies for teaching reading to children with behavioral difficulties.

Unit 8

Assessing and Teaching Spelling
Darch, C., Kim, S., Johnson, S., & James, H. (2000). The strategic spelling skills of students with learning disabilities: The results of two studies. Journal of Instructional Psychology, 27(1), 15-27. Considers the use of spelling strategies by students with learning disabilities, and discusses the instructional implications of their findings.

Unit 10

Assessing and Teaching Math
Baker, S., Gersten, R., & Dae-Sik, L. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. Elementary School Journal, 103(1), 51-75. Discusses a number of interventions used to teach mathematics to low-achieving students.
Cawley, J. F. (2002). Mathematics interventions and students with high-incidence disabilities. Remedial and Special Education, 23(1), 2-6. Discusses mathematics interventions for students with high-incidence disabilities.
Vaidya, S. R. (2004). Understanding dyscalculia for teaching. Education, 124(4), 717-720. Summarizes the research on dyscalculia, and discusses teaching approaches to help teachers deal with the problem.

Unit 11

Assessing and Teaching Learning Strategies, Content, and Study Skills
Forgan, J. W. (2002). Using bibliotherapy to teach problem solving. Intervention in School and Clinic, 38(2), 57-82. Examines the use of bibliotherapy to assist students with high-incidence disabilities to learn problem-solving strategies.
Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350-365. Describes an information-processing perspective on the contribution of study skills to academic competence. Identifies strategies that can be used to help students improve their study skills.
Hughes, C. A., Ruhl, K. L., Schumaker, J. B., & Deshler, D. D. (2002). Effects of instruction in an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research & Practice, 17(10), 1-18. Examines the effectiveness of instruction in a comprehensive, independent assignment completion strategy focusing on homework completion.