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Assessing and Correcting Reading and Writing Difficulties 6th edition [Pehme köide]

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  • Formaat: Paperback / softback, 600 pages, kõrgus x laius x paksus: 100x100x100 mm, kaal: 100 g
  • Ilmumisaeg: 03-May-2018
  • Kirjastus: Pearson
  • ISBN-10: 0134516621
  • ISBN-13: 9780134516622
Teised raamatud teemal:
Assessing and Correcting Reading and Writing Difficulties 6th editionSuurem pilt
  • Formaat: Paperback / softback, 600 pages, kõrgus x laius x paksus: 100x100x100 mm, kaal: 100 g
  • Ilmumisaeg: 03-May-2018
  • Kirjastus: Pearson
  • ISBN-10: 0134516621
  • ISBN-13: 9780134516622
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780134516622.html
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Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 013451548X. 


Comprehensive, practical, and up to date, Assessing and Correcting Reading and Writing Difficulties presents a wealth of examples and thorough coverage of procedures for assessing and instructing below-level readers and writers from pre-k through grade 12. The book covers virtually all aspects of assessment, including basic concepts of tests and measurements; standardized measures, and informal but highly regarded techniques. The book’s thorough, practical coverage of instructional techniques includes approaches for working with readers and writers who have the most severe difficulties. Some 46 sample lessons covering virtually every essential skill are presented and accompanied by numerous suggestions for practice and reinforcement, including the use of technology. The text takes the position that with the right kind of instruction and reinforcement, virtually all students can learn to read and write complex text, which is the foundation for being college- and career-ready.

 

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Preface viii
1 Introduction to Literacy Difficulties
1(18)
Using What You Know
1(1)
Anticipation Guide
1(1)
The Nature of Reading Difficulties
2(5)
The Nature of Intervention and Corrective Instruction
7(3)
Principles of Intervention and Corrective Instruction
10(5)
Impact of Federal Legislation and Standards
15(1)
Summary
16(1)
Application Activities
17(2)
2 Factors Involved in Reading and Writing Difficulties
19(32)
Using What You Know
19(1)
Anticipation Guide
19(1)
Interacting Factors in Reading and Writing Difficulty
20(1)
Cognitive Factors
21(6)
Language Factors
27(4)
Affective Factors
31(4)
Physical Causes
35(10)
Social, Cultural, Economic, and Educational Factors
45(3)
Summary
48(1)
Application Activities
49(2)
3 Overview of Assessment
51(22)
Using What You Know
51(1)
Anticipation Guide
51(1)
Principles of Effective Assessment
52(4)
Tests
56(7)
Assessing for Learning
63(1)
Evaluating Assessment Devices
64(3)
High-Stakes Tests
67(1)
Assessing English Language Learners
68(1)
Summary
69(2)
Application Activities
71(2)
4 Placing Students and Monitoring Progress
73(38)
Using What You Know
73(1)
Anticipation Guide
73(1)
The Informal Reading Inventory
74(19)
Running Records
93(5)
IRI-Based Tests
98(2)
Screening, Monitoring Progress, and Benchmarking
100(9)
Summary
109(1)
Application Activities
110(1)
5 Assessment of Reading and Writing Processes
111(30)
Using What You Know
111(1)
Anticipation Guide
111(1)
Reading Processes: Decoding
112(2)
Reading Processes: Comprehension and Study Skills
114(11)
Assessing Vocabulary Knowledge
125(1)
Assessing Writing
126(5)
Spelling and Handwriting
131(8)
Summary
139(1)
Application Activities
139(2)
6 Assessment of Cognitive, School, and Home Factors
141(26)
Using What You Know
141(1)
Anticipation Guide
141(1)
Assessment of Capacity
142(4)
Tests of Listening, Language, Memory, Associative Learning, and Word Finding
146(3)
Assessing the Instructional Situation
149(3)
Case History
152(5)
Summarizing, Organizing, Interpreting, and Reporting Assessment Data
157(6)
Mini-Case Study
163(1)
Summary
164(1)
Application Activities
165(2)
7 Emergent Literacy and Prevention Programs
167(36)
Using What You Know
167(1)
Anticipation Guide
167(1)
Emergent Literacy and Prevention Programs
168(1)
Using Reading-Alouds and Writing to Develop Emergent Literacy
168(11)
Phonological Processes and Reading
179(16)
Letter Knowledge
195(3)
Mini-Case Study
198(1)
Prekindergarten Prevention Programs
199(2)
Summary
201(1)
Application Activities
202(1)
8 Teaching Phonics, High-Frequency Words, and Fluency
203(72)
Using What You Know
203(1)
Anticipation Guide
203(1)
Phonics and the Struggling Reader
204(7)
Teaching Consonants
211(10)
Teaching Vowels
221(23)
Mini-Case Study
244(1)
Word-Analysis Strategies
244(10)
Mini-Case Study
254(1)
High-Frequency Words
254(10)
Fostering Fluency
264(7)
Mini-Case Study
271(1)
Summary
272(1)
Application Activities
273(2)
9 Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
275(28)
Using What You Know
275(1)
Anticipation Guide
275(1)
Syllabic Analysis
276(10)
Morphemic Analysis
286(7)
Contextual Analysis
293(4)
Using the Dictionary
297(2)
Balanced Use of Strategies
299(1)
Mini-Case Study
300(1)
Summary
300(1)
Application Activities
301(2)
10 Building Vocabulary
303(26)
Using What You Know
303(1)
Anticipation Guide
303(1)
The Nature of Vocabulary Instruction for Underachieving Readers
304(3)
Principles of Vocabulary Instruction
307(2)
Teaching Words
309(12)
Teaching Vocabulary to English Learners
321(4)
A Full Program of Vocabulary Development
325(1)
Mini-Case Study
326(1)
Summary
327(1)
Application Activities
327(2)
11 Building Comprehension
329(52)
Using What You Know
329(1)
Anticipation Guide
329(1)
Theories of Comprehension
330(3)
Comprehension Strategies
333(27)
Importance of Background Knowledge, Reasoning, and Talk
360(6)
Lessons and Teaching Techniques that Foster Comprehension
366(11)
Mini-Case Study
377(1)
Summary
377(2)
Application Activities
379(2)
12 Reading to Learn and Remember in the Content Areas
381(62)
Using What You Know
381(1)
Anticipation Guide
381(1)
The Challenge of Content-Area Instruction
382(5)
Using Text Structure
387(10)
Instructional Techniques for Fostering Learning From Text
397(22)
Textbooks in the Content Areas
419(8)
Teaching Literature to Struggling Readers
427(4)
Reading to Learn and Remember
431(8)
Mini-Case Study
439(1)
Summary
440(1)
Application Activities
441(2)
13 Building Writing Strategies
443(34)
Using What You Know
443(1)
Anticipation Guide
443(1)
Struggling Writers and the Nature of Writing
444(7)
Writing Workshop
451(3)
Composing Narrative, Explanatory/Informational, and Persuasive Texts
454(5)
Writing Programs for Low-Achieving Readers and Writers
459(7)
Mini-Case Study
466(5)
Spelling and Handwriting
471(4)
Summary
475(1)
Application Activities
476(1)
14 Tier II and III Programs for Students of All Ages
477(28)
Using What You Know
477(1)
Anticipation Guide
477(1)
Approaches to Intervention
478(1)
Intervention Programs
479(10)
The Need for Specialized Techniques
489(11)
Working with English Learners
500(2)
Summary
502(1)
Application Activities
503(2)
15 Organization of Intervention and Corrective Programs
505(22)
Using What You Know
505(1)
Anticipation Guide
505(1)
The Changing Face of Intervention
506(2)
Components of an Effective Intervention Program
508(9)
Matching Students with Materials
517(4)
Technology for the Reading/Writing Program
521(3)
Summary
524(1)
Application Activities
525(2)
Appendix A Informal Assessment Measures 527(4)
Appendix B Sample Assessment Report 531(8)
Glossary 539(6)
References 545(28)
Credits 573(6)
Index 579
Thomas G. Gunning, a former elementary school reading consultant, junior high English teacher, and secondary school reading specialist, is Professor Emeritus, Southern Connecticut State University, where he has served as department chair and reading clinic director. Gunning has conducted research on group reading inventories, vocabulary assessment, reading disabilities, intervention programs, readability, response to intervention, decoding processes and strategies, and the use of digital technologies to build literacy. Gunnings other books with Pearson include Creating Literacy Instruction for All Students, 9th Edition; Creating Literacy Instruction for All Students In Grades Pre-k to 4, 2nd Edition; Creating Literacy Instruction for All Students In Grades 4-8, 3rd Edition; Building Literacy in Secondary Content Area Classrooms; Developing Higher-Level Literacy in All Students: Building Reading, Reasoning, and Responding; Closing the Literacy Gap; Phonological Awareness and Primary Phonics; and Building Words: A Resource Manual for Teaching word Analysis and Spelling Strategies.