This is the loose-leaf version of Assessing and Correcting Reading and Writing Difficulties and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0134812727 .
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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BRIEF TABLE OF CONTENTS
Introduction to Literacy Difficulties
Factors Involved in Reading and Writing Difficulties
Overview of Assessment
Placing Students and Monitoring Progress
Assessment of Reading and Writing Processes
Assessment of Cognitive, School, and Home Factors
Emergent Literacy and Prevention Programs
Teaching Phonics, High-Frequency Words, and Fluency
Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
Building Vocabulary
Building Comprehension
Reading to Learn and Remember in the Content Areas
Building Writing Strategies
Tier II and III Programs for Students of All Ages
Organization of Intervention and Corrective Programs
Appendix A: Informal Assessment Measures Appendix B: Sample Assessment
Report Glossary References Index DETAILED TABLE OF CONTENTS
Introduction to Literacy Difficulties
Using What You Know
Anticipation Guide
Nature of Reading Difficulties
The Nature of Intervention and Corrective Instruction
Principles of Intervention and Corrective Instruction
Impact of Federal Legislation and Standards
Summary
Application Activities
Factors Involved in Reading and Writing Difficulties
Using What You Know
Anticipation Guide
Interacting Factors in Reading and Writing Difficulty
Cognitive Factors
Language Factors
Affective Factors
Physical Causes
Social, Cultural, Economic, and Educational Factors
Summary
Application Activities
Overview of Assessment
Using What You Know
Anticipation Guide
Principles of Effective Assessment
Tests
Assessing for Learning
Evaluating Assessment Devices
High-Stakes Tests
Assessing English Language Learners
Summary
Application Activities
Placing Students and Monitoring Progress
Using What You Know
Anticipation Guide
The Informal Reading Inventory
Reaching the Frustration Level
Establishing Listening Capacity
Running Records
Planning Instruction
Based on IRI, Miscue Analysis, or Running Record Results
IRI-Based Tests
Screening, Monitoring Progress, and Benchmarking
Summary
Application Activities
Assessment of Reading and Writing Processes
Using What You Know
Anticipation Guide
Reading Processes: Decoding
Reading Processes: Comprehension and Study Skills
Assessing Vocabulary Knowledge
Assessing
Writing
Spelling and Handwriting
Summary
Application Activities
Assessment of Cognitive, School, and Home Factors
Using What You Know
Anticipation Guide
Assessment of Capacity
Tests of Listening, Language, Memory, Associative Learning, and Word Finding
Assessing the Instructional Situation
Case History
Summarizing, Organizing, Interpreting, and Reporting Assessment Data
MiniCase Study
Summary
Application Activities
Emergent Literacy and Prevention Programs
Using What You Know
Anticipation Guide
Emergent Literacy and Prevention Programs
Using Read-Alouds and Writing to Develop Emergent Literacy
Phonological Processes and Reading
Letter Knowledge
MiniCase Study
Prekindergarten Prevention Programs
Summary
Application Activities
Teaching Phonics, High-Frequency Words, and Fluency
Using What You Know
Anticipation Guide
Phonics and the Struggling Reader
Teaching Consonants
Teaching Vowels
MiniCase Study
Word-Analysis Strategies
MiniCase Study
High-Frequency Words
Fostering Fluency
MiniCase Study
Summary
Application Activities
Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
Using What You Know
Anticipation Guide
Syllabic Analysis
Morphemic Analysis
Contextual Analysis
Using the Dictionary
Balanced Use of Strategies
MiniCase Study
Summary
Application Activities
Building Vocabulary
Using What You Know
Anticipation Guide
The Nature of Vocabulary Instruction for Underachieving Readers
Principles of Vocabulary Instruction
Teaching Words
Teaching
Vocabulary to English Learners
A Full Program of Vocabulary Development
MiniCase Study
Summary
Application Activities
Building Comprehension
Using What You Know
Anticipation Guide
Theories of Comprehension
Comprehension Strategies
Beyond Strategies
Importance of Background Knowledge, Reasoning and Talk
Lessons and Teaching Techniques that Foster Comprehension
MiniCase Study
Summary
Application Activities
Reading to Learn and Remember in the Content Areas
Using What You Know
Anticipation Guide
The Challenge of Content-Area Instruction
Framework for Teaching Content-Area Reading
Using Text Structure
Instructional Techniques
for Fostering Learning From Text
Textbooks in the Content Areas
Teaching Literature to Struggling Readers
Reading to Learn and Remember
MiniCase Study
Summary
Application Activities
Building Writing Strategies
Using What You Know
Anticipation Guide
Struggling Writers and the Nature of Writing
Writing Workshop
Composing Narrative, Explanatory/Informational, and Persuasive Texts
Writing Programs for Low-Achieving Readers and Writers
MiniCase Study
Spelling and Handwriting
Summary
Application Activities
Tier II and III Programs for Students of All Ages
Using What You Know
Anticipation Guide
Approaches to Intervention
Intervention Programs
The Need for Specialized Techniques
Working with English Learners
Summary
Application Activities
Organization of Intervention and Corrective Programs
Using What You Know
Anticipation Guide
The Changing Face of Intervention
Components of an Effective Intervention Program
Matching Students with Materials
Technology for the Reading/Writing Program
Summary
Application Activities
Appendix A: Informal Assessment Measures Appendix B: Sample Assessment
Report Glossary References Index
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.
