Ann M. Bain, D.Ed. has been in the field of learning disabilities for over 30 years. She has taught in both public and private school settings, as well as, The Johns Hopkins University. Currently, she is adjunct faculty at both Loyola University and Goucher College. She provides diagnostic/prescriptive evaluations, and tutors children and adults with Specific Language Disabilities. She is also an instructor at the Dyslexia Tutoring Program where she trains volunteer tutors and gives workshops on tutoring the dyslexic student.
Dr. Bain was the first recipient of the R.M.N. Crosby lifetime achievement award, as well as, the Distinguished Alumna Award presented by Albertus Magnus College. Dr. Bain is a Fellow in the Academy of Orton-Gillingham Practitioners and Educators.
She has written several articles and workbooks and co-authored Written Language Disorders: Theory Into Practice.
The second edition of Written Language Disorders is designed especially for teachers, speech-language pathologists, tutors, and graduate students. It gives you the most up-to-date research and theory about complex writing disorders. Using Written Language Disorders you will update your knowledge base regarding the complex issues involved in evaluating students with writing disorders and in providing them with a cohesive treatment plan. This book is unique because it addresses students of all ages. The actual case studies presented in every chapter contain practical recommendations, making the text user friendly for the practitioner. The new edition includes: a completely revised chapter on using the computer to help students with writing disorders offers you state-of-the-art information as well as specific suggestions a current review of language tests and teaching materials saves you time and energy while you1re searching for the most effective products for your students spelling and handwriting presented as language-based processes rather than simple rote visual-motor and visual memory tasks two spelling chapters that address the older student with disordered spelling as well as the younger child at the beginning of the learning process.