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Road to the Code: A Phonological Awareness Program for Young Children
from USA
to UAE
in 3-5 days
Delivered by Apr 16  to Apr 21 with standard delivery
Delivered by Apr 14  to Apr 16 with expedited delivery

Description

    • Imported from USA.

    Review
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    DO NOT PUT IN PRINT I apologize for not getting back to you before Aug 19, but I'm not so interested in having my
    endorsement in print. I do want you to know, however, that I found the Road to the Code program extremely effective for
    a VERY language disabled but bright student. The amount of structured repetition and review were better than any other
    materials I have used, and they have allowed him to begin to read. I was only sorry that the program did not continue
    with more letters. I used the model of the program to extend it and created the lessons and materials myself for those
    letters. (Joan Waldman)

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    About the Author
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    Benita A. Blachman, Ph.D., is a professor in the Reading and Language Arts Department and Coordinator of the Graduate
    Program in Learning Disabilities in the School of Education at Syracuse University. She also holds a courtesy
    appointment in the Communication Sciences and Disorders Department. She has a doctoral degree in educational psychology
    from the University of Connecticut and is a former special education teacher, reading specialist, and learning
    disabilities consultant. She has published extensively in the area of early literacy, focusing her research on early
    intervention to prevent reading failure and on the factors that predict reading achievement. Dr. Blachman is currently
    directing a project at Syracuse University (in collaboration with researchers at Yale Medical School and the University
    of Texas-Houston Health Science Center) funded by the National Institute of Child Health and Human Development to
    investigate the influence of intensive reading intervention on patterns of brain activation in young children. Dr.
    Blachman has served on the professional advisory boards of the National Center for Learning Disabilities, the National
    Dyslexia Research Foundation, and the Neuhaus Center. Her edited book Foundations of Reading Acquisition and Dyslexia:
    Implications for Early Intervention was published recently by Lawrence Erlbaum Associates.

    Eileen Wynne Ball, Ph.D., is an Associate Professor in the College of Education at the University of Illinois at
    Chicago (UIC), where she was the recipient of two major teaching awards. She has a doctoral degree in education from
    Syracuse University, where she also earned a master's degree in urban education. Before joining the faculty of the
    University of Illinois at Chicago, Dr. Ball received a second master's degree from Northeastern Illinois University and
    taught at Barat College in Lake Forest, Illinois; she also taught at Le Moyne College in Syracuse, New York, where she
    created and coordinated Le Moyne's program for special education teachers. Prior to her university work, Dr. Ball was an
    urban classroom teacher for 12 years. In Chicago, she directed and taught in The Parents School, an early model in
    alternative urban education, and she continues to do educational consulting nationally. Her research in phonological
    awareness has won her grants and fellowships from the National Dyslexia Research Association, the U.S. Department of
    Education, Office of Special Education and Rehabilitative Services, and the Spencer Foundation. Dr. Ball is returning to
    UIC after completing another 2 years as a full-time third-grade classroom teacher during which she deepened her belief
    that classroom practices and classroom teachers must inform educational research.

    Rochella Black, M.S., has been a kindergarten teacher, first-grade teacher, and special education resource teacher for
    24 years, teaching in both the inner-city schools of Syracuse, New York, and the suburban schools in Northport-East
    Northport, New York. Over the years, she has also served as a private tutor for students of all ages who were
    experiencing difficulty learning to read. In addition, Ms. Black was the project coordinator of the large-scale
    kindergarten and first-grade reading research project directed by Dr. Blachman during which the Road to the Code manual
    was developed and evaluated. She has presented numerous seminars and in-service courses for teachers on the
    effectiveness of specific activities for developing phonological awareness in children at the beginning stages of
    reading. She holds an undergraduate degree from the University of Michigan in social studies and two master's degrees
    from Syracuse University in elementary education and special education with a specialization in learning disabilities.
    Her publications have appeared in Reading and Writing: An Interdisciplinary Journal.

    Darlene M. Tangel, Ph.D., is Adjunct Assistant Professor in the Reading and Language Arts Department at Syracuse
    University. She has taught graduate courses in learning disabilities and in language disorders at Syracuse University
    and has been a reading specialist in the Oriskany Public Schools for more than 20 years, where she also serves as the
    Chair of Special Education and the Chair of Preschool Special Education. Her research interests include early reading
    acquisition and invented spelling, alternative reading curricula for children at risk for reading failure, and adult
    literacy. She has developed training materials for the American Federation of Teachers and has extensive experience
    conducting teacher training workshops. The focus of these workshops is translating research into practical application
    for classroom use. Her most recent publications have appeared in the Journal of Reading Behavior and Reading and
    Writing: An Interdisciplinary Journal. Drs. Tangel and Blachman were awarded the Dina Feitelson Research Award by the
    International Reading Association for their research on invented spelling.

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