Publications by Neuhaus Staff

Allen, K.A., Neuhaus, G.F., & Beckwith, M. (2005). In J.R. Birsh (ed.), Multisensory teaching of basic language skills, (2nd edition). Baltimore, MD: Paul H. Brookes Publishing Co.

This chapter offers a rationale for 1) the multisensory, structured, sequential teaching of upper- and lowercase letter recognition and naming, and 2) the use of alphabetical order as a sequencing tool, particularly for locating words in the dictionary easily and efficiently. The chapter includes principles of effective classroom teaching, as well as the instruction, guided practice, and review that students with dyslexia require to develop facility in letter recognition and naming skills.

Carreker, S. (2005). Teaching reading: Accurate decoding and fluency. In J.R. Birsh (ed.), Multisensory teaching of basic language skills, (2nd edition). Baltimore, MD: Paul H. Brookes Publishing Co.

For students to become fully literate, especially students with dyslexia, the components of reading – decoding, comprehension, and fluency – and all other elements of literacy instruction must be directly taught. The focus of this chapter is the explicit, systematic instruction of decoding and fluency, which leads to efficient comprehension and reading achievement.

Carreker, S. (2005). Teaching spelling. In J.R. Birsh (ed.), Multisensory teaching of basic language skills, (2nd edition). Baltimore, MD: Paul H. Brookes Publishing Co.

Spelling is a more difficult skill than reading. Spelling instruction enhances reading proficiency through the reinforcement of phonemes and letter patterns. Learning to spell requires explicit instruction, which is the focus of this chapter.

Carreker, S. & Birsh, J. R. (2005). Multisensory teaching of basic language skills activity book. Baltimore, MD: Paul H. Brookes Publishing Co.

This workbook is a supplement to the textbook, Multisensory Teaching of Basic Language Skills, and contains activities that reinforce and extend the information presented in the textbook. The activities are designed to target and refine the necessary linguistics skills and insights about language structures that teachers need to help all students, especially students with dyslexia, learn to read.

Carreker, S., Joshi, R. M., Boulware-Gooden, R. (2010). Spelling-related teacher knowledge: The impact of professional development on identifying appropriate instructional activities. Learning Disability Quarterly, 33, 148-149.

The assertion that teacher knowledge informs instruction was supported by this research. Teachers completed two surveys: one in which they demonstrated knowledge of phonemes, syllables, and morphemes, and another in which they chose activities appropriate for a series of spelling error types. Teachers with higher levels of professional development out-performed all groups on all variables except syllables. The teachers with the most knowledge of the properties of words were best able to identify the appropriate activities for students who made spelling errors.