Skip to main content
SpringerLink
Log in

The Role of the Educational Therapist: Academic Interventions for Reading and Writing

  • Chapter
  • First Online:
Treating NVLD in Children

Abstract

“Educational Therapy serves children and adults with learning disabilities and other learning challenges and provides a wide range of intensive, individualized interventions designed to remediate learning problems.” (http://www.aetonline.org). Educational therapy demystifies learning problems and stimulates clients’ awareness of their strengths so they can use those strengths to their best advantage. “Educational therapists create and implement a treatment plan that utilizes information from a variety of sources including the client’s social, emotional, psychoeducational, and neuropsychological contexts” (http://www.aetonline.org).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ahern, C., & de Kirby, K. (2012) Beyond individual differences organizing processes, information overload, and classroom learning. Springer.

    Article  Google Scholar 

  • Ahern, C., & Marshall, M. (2005). Understanding inconsistent academic performance in students: Integrating educational and neuropsychological perspectives. The Educational Therapist, 26, 1.

    Google Scholar 

  • Allen, K. (1998). Star Shaped Pegs, Square Holes: Nonverbal learning disorders and the growing up years. Livermore, CA: Good Enough Books.

    Google Scholar 

  • Association of Educational Therapists. (2011). Educational therapy defined. Retrieved February 11, 2011, from http://www.aetonline.org

  • Aukerman, M. (2006). Who’s afraid of the big “bad answer”? Educational Leadership, 64, 34–41.

    Google Scholar 

  • Ayer, E. H., Waterford, H., & Heck, A. (1995). Parallel journeys. New York: Antheneum.

    Google Scholar 

  • Bell, N. (1991). Visualizing and verbalizing: For language comprehension and for thinking. Paso Robles, CA: Academy of Reading Publications.

    Google Scholar 

  • Bell, N. (2007). Visualizing and verbalizing: For language comprehension and for thinking. Paso Robles, CA: Academy of Reading Publications.

    Google Scholar 

  • Berninger, V. (1998). Assessment, prevention, and intervention for specific reading and writing disabilities. In B. Wong (Ed.), Young children, learning about learning disabilities (2nd ed., pp. 529–555). New York: Academic Press. Retrieved August 22, 2011, from http://www.wrightslaw.com.

    Google Scholar 

  • Berninger, V., Graham, S., & Weintraub, N. (2001). The relationship between handwriting style and speed and legibility. The Journal of Educational Research, 91, 290–296. Retrieved August 22, 2011.

    Google Scholar 

  • Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

    Google Scholar 

  • Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Chow, D., & Skuy, M. (1999). Simultaneous and successive cognitive processing in children with nonverbal learning disabilities. School Psychology International, 20(2), 219.

    Article  Google Scholar 

  • Clayton, M. C., & Dodd, J. L. (2005). Nonverbal neurodevelopmental dysfunctions. Pediatric Annals, 34(4), 321–327.

    PubMed  Google Scholar 

  • Cornoldi, C., Rigoni, F., Tressoli, P., & Vio, C. (1999). Imagery deficits in nonverbal learning disabilities. Journal of Learning Disabilities, 3(1), 48–57.

    Article  Google Scholar 

  • Davis, J., & Broitman, J. (2006). A brief overview of nonverbal learning disorders. The Educational Therapist, 27(4), 5–10.

    Google Scholar 

  • Davis, J., & Broitman, J. (2007). Nonverbal learning disabilities: Models of proposed subtypes, part II. The Educational Therapist, 27(4), 5–10.

    Google Scholar 

  • Davis, J. M., & Broitman, J. (2011). Nonverbal learning disability in children: Bridging the gap between science and practice. New York: Springer.

    Book  Google Scholar 

  • Durkin, D. (1993). Teaching them all to read (6th ed.). Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Fordam, N. M., Wellman, D., & Sandmann, A. (2002). Taming the text; engaging and supporting students in social studies readings. The Social Studies, 93, 149–158.

    Article  Google Scholar 

  • Gammill, D. M. (2006). Learning the write way. The Reading Teacher, 59, 754–762.

    Article  Google Scholar 

  • Gladstone, K. (2010). How to teach handwriting: Make handwriting instruction part of every school day. Retrieved February 15, 2011, from http://www.nea.org/tools

  • Gould, J. S., & Gould, E. J. (1999). The Four Square Writing method: A unique approach to teaching basic writing skills. Carthage, IL: Teaching & Learning Company.

    Google Scholar 

  • Graham, S. (2010). Want to improve children’s writing? Don’t neglect their handwriting. American Educator, 33(4), 23.

    Google Scholar 

  • Graham, S., Berninger, V., Abbott, R., Abbott, S., & Whitaker, D. (1998). The Journal of Educational Research, 91, 5. Retrieved August 22, 2011, from http://www.sbac.edu.

    Article  Google Scholar 

  • Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation time to act report. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

    Google Scholar 

  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high school—A report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

    Google Scholar 

  • Grisham, D. (1997). Which vision specialist should see your child? International Dyslexia Association Newsletter, 4–5.

    Google Scholar 

  • Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook: For all educators working to improve reading achievement (2nd ed.). Novato, CA: Arena Press.

    Google Scholar 

  • Honig, B., Diamond, L., Gutlohn, L., & Mahler, J. (2000). Teaching reading sourcebook: Sourcebook for kindergarten through eight grade. Novato, CA: Arena Press.

    Google Scholar 

  • Klingner, J. K., Vaughn, S., & Boardman, A. (2007). Teaching reading comprehension to students with learning disabilities. New York: Guilford Press.

    Google Scholar 

  • Knipper, K. J., & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher, 59, 462–470.

    Article  Google Scholar 

  • Liddell, G. A., & Rasmussen, C. (2005). Memory profile of children with nonverbal learning disability. Learning Disabilities Research and Practice, 3, 137–141 (Blackwell Publishing Limited).

    Article  Google Scholar 

  • Mastropieri, M. A., & Scruggs, T. E. (1997). Best practices in promoting reading comprehension in student with learning disabilities: 1976 to 1996. Remedial and Special Education, 18(4), 197–214.

    Article  Google Scholar 

  • McMackin, M. C., & Witherell, N. L. (2005). Different routes to the same destination: Drawing conclusions with tiered graphic organizers. The Reading Teacher, 59, 242–252.

    Article  Google Scholar 

  • National Reading Panel. (2000). Report of the National Reading Panel: Reports of subgroups. Washington, DC: U.S. Department of Health and Human Services, National Institute of Health.

    Google Scholar 

  • Olsen, J. Z., & Knapton, E. F. (2008). Handwriting without tears: Kindergarten teacher’s guide. Cabin John, MD: HWT. http://www.hwtears.com.

    Google Scholar 

  • Palombo, J. (1996). The diagnosis and treatment of children with nonverbal learning disabilities. Child and Adolescent Social Work Journal, 13(4), 311–332.

    Article  Google Scholar 

  • Parks, S., Parks, S., & Black, H. (1990). Organizing thinking book II. Pacific Grove, CA: Critical Thinking Press.

    Google Scholar 

  • Piaget, J., & Inhelder, B. (1971). Imagery and the child. New York: Basic Books, Inc.

    Google Scholar 

  • Poole, N. (1997). Remediation of nonverbal learning problems. The Educational Therapist, 13(3).

    Google Scholar 

  • Raphael, T. E. (1986). Teaching question/answer relationships revisited. The Reading Teacher, 39, 515–522.

    Google Scholar 

  • Raphael, T. E., & Au, K. H. (2005). Q.A.R. Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3), 206–221.

    Article  Google Scholar 

  • Readwritethink.org. (2011). International Reading Association & National Council of Teachers of English. Retrieved on May 20, 2011, from http://www.readwritethink.org/classroom-resources

  • Rourke, B. P., & Tsatsanis, K. D. (1996). Syndrome of nonverbal learning disabilities: Psycholinguistic assets and deficits. Topics in Language Disorders, 16, 2.

    Article  Google Scholar 

  • Schanzer, R. (2004). George vs. George: The American revolution as seen from both sides. Washington, DC: National Geographic Society.

    Google Scholar 

  • Scieszka, J. (1996). The true story of the three little pigs. New York: Viking Penguin.

    Google Scholar 

  • Stein, M. T., Perrin, E. C., Wegner, L. M., Snyder, D. M., Glascoe, F. P., Wells, R. M., et al. (2004). Challenging cases: School problems with learning and behavior. Pediatrics, 114, 1448–1452.

    Google Scholar 

  • Thompson, O. M. (1985). The nonverbal dilemma. Journal of Learning Disabilities, 18, 400–403.

    Article  PubMed  Google Scholar 

  • Thompson, S. (1997). The source for nonverbal learning disorders. East Moline, IL: LinguiSystems, Inc.

    Google Scholar 

  • Tomkins, G. E. (2006). Literacy for the 21st century: A balanced approach. Upper Saddle, NJ: Prentice Hall.

    Google Scholar 

  • Tuller, B., Jantzen, K. J., Olvera, D., Steinberg, F., & Kelso, J. A. (2007). The influence of instruction modality on brain activation in teenagers with nonverbal learning disabilities: Two case histories. Journal of Learning Disabilities, 40(4), 348–359.

    Article  PubMed  Google Scholar 

  • Vacca, D. (November 2001). Confronting the puzzle of nonverbal learning disabilities. Educational Leadership, 59, 26–31.

    Google Scholar 

  • Vacca, R. T., & Vacca, J. L. (2004). Content area reading: Literacy and learning across the curriculum (8th ed.). Boston, MA: Pearson, Allen & Bacon.

    Google Scholar 

  • Volden, J. (2004). Nonverbal learning disability: A tutorial for speech-language pathologists. American Journal of Speech-Language Pathology, 13(2), 128–141.

    Article  PubMed  Google Scholar 

  • Wallace, R., Pearman, C., Hail, C., & Hurst, B. (2007). Writing for comprehension. Reading Horizons, 48(1), 41–56.

    Google Scholar 

  • (2009) Wechsler Individual Achievement Test (3rd ed.). San Antonio, TX: Pearson.

    Google Scholar 

  • Warren, R. (2006). Drawing on the wrong side of the brain: An art teacher’s case for recognising NLD. International Journal of Art & Design Education, 22(3), 325–334.

    Google Scholar 

  • Winograd, P. N. (1984). Strategic difficulties in summarizing text. Reading Research Quarterly, 19, 404–42. Resources.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Holy Names University, 3500 Mountain Boulevard, Oakland, CA, 94619, USA

    Marion Marshall M.S., B.C.E.T., F.A.E.T.

Authors
  1. Marion Marshall M.S., B.C.E.T., F.A.E.T.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marion Marshall M.S., B.C.E.T., F.A.E.T. .

Editor information

Editors and Affiliations

  1. , Clinic and Training Center, San Francisco Psychotherapy Research Gro, Funston St. 9, San Francisco, 94129, California, USA

    Jessica Broitman

  2. California State University, East Bay, Carlos Bee Blvd. 25800, Hayward, 94542-3095, California, USA

    John M. Davis

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer Science+Business Media New York

About this chapter

Cite this chapter

Marshall, M. (2013). The Role of the Educational Therapist: Academic Interventions for Reading and Writing. In: Broitman, J., Davis, J. (eds) Treating NVLD in Children. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6179-1_8

Download citation

Publish with us

Policies and ethics

Search

Navigation