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Assessing and Correcting Reading and Writing Difficulties: A Student-Centered Classroom 5th edition [Kõva köide]

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  • Formaat: Hardback, 648 pages, kõrgus x laius x paksus: 256x209x31 mm, kaal: 1190 g
  • Ilmumisaeg: 25-Apr-2013
  • Kirjastus: Pearson
  • ISBN-10: 0132838109
  • ISBN-13: 9780132838108
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Assessing and Correcting Reading and Writing Difficulties: A Student-Centered Classroom 5th editionSuurem pilt
  • Formaat: Hardback, 648 pages, kõrgus x laius x paksus: 256x209x31 mm, kaal: 1190 g
  • Ilmumisaeg: 25-Apr-2013
  • Kirjastus: Pearson
  • ISBN-10: 0132838109
  • ISBN-13: 9780132838108
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780132838108.html
Märksõnad:

Pre- and in-service teachers turn to this book for a comprehensive, well-grounded look at theory and research, balanced with a practical approach to reading assessment, diagnosis, and remediation that includes 46 sample lessons covering virtually every major skill or strategy. The lessons are described in an easy-to-follow, step-by-step manner, and the emphasis is on strategies that teachers can use independently for developing skills in word recognition, vocabulary, comprehension, reading in the content areas, writing, spelling, and studying. This new Fifth Edition of Assessing and Correcting Reading and Writing Difficulties includes coverage of the critical areas of Response to Intervention and the impact of the Common Core State Standards.

Arvustused

"Gunnings Assessing and Correcting Reading and Writing Difficulties provides instructors and students with a comprehensive tool for understanding the intricacies of corrective instruction. The models of assessment provide a winning framework for the interrelationships of assessment and instruction." -

Anita Gail Choice, Stetson University











"Assessing and Correcting Reading and Writing Difficulties is a comprehensive text that equips teachers with the knowledge and resources to understand assessing and correcting reading and writing difficulties. The text offers solid research to support the methods and techniques to help children. Enhanced with technology and video resources. A must read!" - Dr. Wendy A Ellis, Harding University



















"The manuscript text is comprehensive. It contains essential information for preservice teachers to possess in order to support the reading and writing of students with mild disabilities. It is written in a manner that provides definition and examples with research to support. Students may use the text as a resource of information after graduation." - Mary C. Provost, College of Charleston

Preface ix
1 Introduction to Literacy Difficulties
1(20)
Using What You Know
1(1)
Anticipation Guide
1(1)
Reading Difficulty Defined
2(4)
Incidence of Reading Problems
6(1)
Persistence of Severe Problems
6(1)
English Language Learners as Struggling Readers
6(1)
The Nature of Intervention and Corrective Instruction
7(3)
Principles of Intervention and Corrective Instruction
10(6)
Impact of the Elementary and Secondary Act and IDEIA
16(2)
The Whys of Reading Problems
18(1)
Summary
18(1)
Application Activities
19(2)
2 Factors Involved in Reading and Writing Difficulties
21(36)
Using What You Know
21(1)
Anticipation Guide
21(1)
Interacting Factors in Reading and Writing Difficulty
22(1)
Cognitive Factors
23(6)
Visual Processing Deficits
29(4)
Language Factors
33(6)
Social and Emotional Factors
39(5)
Physical Causes
44(7)
Educational Factors
51(2)
Social and Cultural Factors
53(1)
Family Factors
53(1)
Economic Factors
54(1)
Summary
54(1)
Application Activities
55(2)
3 Overview of Assessment
57(24)
Using What You Know
57(1)
Anticipation Guide
57(1)
Principles of Effective Assessment
58(1)
Dynamic Assessment
59(3)
Assessment Categories
62(2)
Assessment Instruments
64(1)
Tests
64(8)
Evaluating Assessment Devices
72(2)
Functional-Level Assessment
74(2)
High-Stakes Tests
76(1)
Assessing English Language Learners
77(1)
Reporting to Parents
78(1)
Summary
79(1)
Application Activities
79(2)
4 Placing Students and Monitoring Progress
81(42)
Using What You Know
81(1)
Anticipation Guide
81(1)
The Informal Reading Inventory
82(20)
Miscue Analysis
102(2)
Running Records
104(4)
Planning Instruction Based on IRI, Miscue Analysis, or Running Record Results
108(1)
Comparing IRI, Miscue Analysis, and Running Records
108(1)
IRI-Based Tests
109(2)
Screening, Monitoring Progress, and Benchmarking
111(7)
Mini-Case Study
118(2)
Summary
120(1)
Application Activities
120(3)
5 Assessment of Reading and Writing Processes
123(34)
Using What You Know
123(1)
Anticipation Guide
123(1)
Reading Processes: Decoding
124(2)
Reading Processes: Comprehension
126(12)
Assessing Study Skills
138(1)
Assessing Vocabulary Knowledge
139(2)
Assessing Writing
141(6)
Spelling
147(8)
Handwriting
155(1)
Summary
155(1)
Application Activities
156(1)
6 Assessment of Cognitive, School, and Home Factors
157(28)
Using What You Know
157(1)
Anticipation Guide
157(1)
Assessment of Capacity
158(1)
Role of Intelligence Tests
159(4)
Tests of Listening
163(1)
Tests of Language
163(1)
Assessment of Memory
164(1)
Associative Word Learning
165(1)
Word Finding
166(1)
Assessing the Instructional Situation
166(4)
Case History
170(3)
Students' Views
173(1)
Reading Expectancy
174(2)
Summarizing the Data
176(2)
Making Recommendations
178(1)
Professional Reports
179(2)
Assessment: An Ongoing Process
181(1)
A Multidisciplinary Approach
182(1)
Mini-Case Study
182(1)
Summary
183(1)
Application Activities
183(2)
7 Emergent Literacy and Prevention Programs
185(38)
Using What You Know
185(1)
Anticipation Guide
185(1)
Emergent Literacy and Prevention Programs
186(8)
Developing Literacy Concepts
194(2)
Students' Writing
196(5)
Phonological Processes and Reading
201(16)
Letter Knowledge
217(2)
Mini-Case Study
219(1)
Summary
220(1)
Application Activities
221(2)
8 Teaching Phonics, High-Frequency Words, and Fluency
223(82)
Using What You Know
223(1)
Anticipation Guide
223(1)
Phonics and the Poor Reader
224(2)
How Words Are Read
226(1)
Phases in Learning to Read Words
227(3)
Types of Word-Recognition Difficulty
230(1)
Principles of Teaching Phonics
231(1)
The Content of Phonics: Consonants
232(1)
Approaches to Teaching Consonants
232(3)
Other Consonant Elements
235(3)
Sequence of Teaching Consonants
238(1)
Reinforcement Activities for Consonant Correspondences
239(4)
Using a Multisensory Approach to Learn Letter Names and Letter Sounds
243(1)
The Content of Phonics: Vowels
244(13)
The Role of Dialect in Teaching Phonics
257(1)
Sequence for Teaching Vowels
258(1)
Application through Reading
258(4)
Additional Reinforcement for Vowel Patterns
262(6)
Technology
268(1)
Word-Analysis Strategies
268(7)
Using Prompts to Foster the Use of Balanced Decoding Strategies
275(4)
Mini-Case Study
279(1)
Scope and Sequence of Analogy Words and Patterns
280(1)
Phonics Progress Monitoring
280(1)
Mini-Case Study
281(1)
A Means to an End
282(1)
High-Frequency Words
282(2)
Direct Teaching Approach for High-Frequency Words
284(1)
Indirect Teaching Techniques for High-Frequency Words
284(8)
Additional Practice Activities for High-Frequency Words
292(1)
Fostering Fluency
293(8)
Affirming Efforts
301(1)
Mini-Case Study
302(1)
Summary
302(1)
Application Activities
303(2)
9 Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
305(32)
Using What You Know
305(1)
Anticipation Guide
305(1)
Syllabic Analysis
306(1)
Approaches to Teaching Syllabic Analysis
307(11)
Morphemic Analysis
318(1)
Teaching Morphemic Elements
319(7)
Contextual Analysis
326(3)
Using the Dictionary
329(3)
Balanced Use of Strategies
332(1)
Using Think-Alouds
333(1)
Mini-Case Study
333(1)
Summary
334(1)
Application Activities
335(2)
10 Building Vocabulary
337(28)
Using What You Know
337(1)
Anticipation Guide
337(1)
Low-Achieving Readers and Vocabulary
338(1)
Stages of Word Learning
338(2)
Word Knowledge and Comprehension
340(2)
Incidental versus Systematic Instruction
342(1)
Principles of Vocabulary Instruction
343(2)
Techniques for Teaching Words
345(12)
Teaching Vocabulary to English Language Learners
357(5)
A Full Program of Vocabulary Development
362(1)
Mini-Case Study
362(1)
Summary
363(1)
Application Activities
364(1)
11 Building Comprehension
365(60)
Using What You Know
365(1)
Anticipation Guide
365(1)
Reading Complex Text
366(1)
Theories of Comprehension
366(4)
Causes of Comprehension Difficulty
370(1)
Approaches to Teaching Comprehension
370(1)
Comprehension Strategies
370(1)
Implementing Strategies
371(28)
Importance of Using Appropriate Materials
399(1)
Beyond Strategies
399(1)
Approaches to Teaching Strategies
400(1)
Collaborative Strategy Instruction: An Exemplary Program
401(2)
Importance of Prior Knowledge
403(1)
The Role of Reasoning
403(1)
Accountable Talk
403(1)
Questions
404(5)
Lesson Plans That Foster Comprehension
409(5)
Other Techniques for Building Comprehension
414(3)
Developmental Retelling
417(1)
Sentence-Level Comprehension
418(3)
Mini-Case Study
421(1)
Summary
421(1)
Application Activities
422(3)
12 Reading to Learn and Remember in the Content Areas
425(66)
Using What You Know
425(1)
Anticipation Guide
425(1)
The Challenge of Content-Area Texts
426(1)
Content Enhancement
426(1)
Framework for Teaching Content-Area Reading
427(2)
Text Structure
429(12)
Instructional Techniques for Fostering Learning from Text
441(16)
Outstanding Collaborative Approaches
457(7)
Developing the Ability to Read Complex Text
464(3)
Content Knowledge
467(1)
Textbooks in the Content Areas
467(5)
Teaching Literature
472(4)
Sheltered English
476(2)
Reading to Learn and Remember
478(1)
Aids to Studying
479(5)
Study Habits
484(2)
Preparing for Tests
486(2)
Motivating Students to Put Forth Needed Effort
488(1)
Mini-Case Study
488(1)
Summary
489(1)
Application Activities
490(1)
13 Building Writing Strategies
491(40)
Using What You Know
491(1)
Anticipation Guide
491(1)
Extent of Writing Problems
492(1)
The Changing Nature of the Writing Process
492(8)
Composing Explanatory/Informational and Persuasive Texts
500(5)
Guided Writing
505(1)
Strategic Writing Instruction
505(2)
Writing Workshop
507(1)
Writing Programs for Low-Achieving Readers and Writers
508(11)
Motivating Reluctant Writers
519(1)
Writing Instruction for English Language Learners
520(1)
Preparing for Assessment Prompts
521(1)
The Need for a Balanced Program
522(1)
Spelling
522(4)
Handwriting
526(1)
Mini-Case Study
527(1)
Summary
527(1)
Application Activities
528(3)
14 Tier II and III Programs for Students of All Ages
531(30)
Using What You Know
531(1)
Anticipation Guide
531(1)
Approaches to Intervention
532(1)
Early Intervention Programs
532(9)
The Need for Specialized Techniques
541(1)
VAKT Tracing Technique
541(10)
Other Orton-Based Approaches
551(1)
Adapted Word Building
552(1)
A Total Program
552(3)
Working with English Language Learners
555(3)
Mini-Case Study
558(1)
Summary
559(1)
Application Activities
560(1)
15 Organization of Intervention and Corrective Programs
561(24)
Using What You Know
561(1)
Anticipation Guide
561(1)
The Changing Face of Intervention
562(2)
Components of an Intervention Program
564(8)
Professional Development
572(1)
Tutors
572(1)
Materials
573(5)
Voluntary Reading
578(1)
Technology for the Reading/Writing Program
579(2)
Teacher Tools
581(1)
Evaluation
581(1)
Summary
582(1)
Application Activities
583(2)
Appendix A Informal Assessment Measures 585(4)
Appendix B Sample Assessment Report 589(8)
References 597(28)
Index 625
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 was department chair and reading clinic director. Gunning is currently an Adjunct Professor, Reading/ Language Arts Department, Central Connecticut State University. He has conducted research on group reading inventories, vocabulary assessment, reading disabilities, intervention programs, readability, response to intervention, decoding processes and strategies, and literacy skills needed to cope with high-stakes tests. Gunnings other books with Pearson include Creating Literacy Instruction for All Students, 8/e Creating Literacy Instruction for All Students In Grades Pre-k to 4, 2/e; Creating Literacy  Instruction for All Students In Grades 4-8, 3/e; 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.