Acknowledging that phonics is a necessary tool for helping children become independent readers, this practical, up-to-date book ensures readers learn strategies supported by current research-helps ready future teachers for today's standards-based educational system and the expectations of administrators, parents, and others. This book incorporates current best practices in phonemic awareness, word families, letter-sound patterns, and multi-letter groups into 96 practical, research-based activities. Coverage addresses the needs of children who have difficulty identifying words in context, as well as those whose first language is not English. By focusing on transferable teaching strategies rather than rote letter/sound learning, this book reshapes how future teachers will introduce this critical component of reading to tomorrow's classrooms. For prospective teachers of grades K-5.
Pre-service and in-service teachers get the detailed information they need to successfully teach word identification skills and practical applications to use in the classroom. This straight-forward, comprehensive, easy-to-understand book gives readers a solid look at classroom reading programs in the elementary school-how the word recognition process unfolds, why and how to teach different strategies as children develop as readers and spellers, best practices for teaching, how children learn and use the letter-sound patterns of phonics, and the contribution that multi-letter chunks (prefixes, suffixes, syllables, and Greek and Latin roots) make to learning new words. Through a theory-based, developmental perspective on teaching word identification, this book gives teachers the technical information they need to know to successfully teach word identification, and the practical applications they can use to apply this information. The book focuses on effective practices for teaching English language learners and children at risk, includes ready-to-use review and practice activities that fit nicely into short periods of available time, cites research studies that support teaching various word identification strategies, and includes valuable information on using e-resources for teaching word identification in the elementary school. More than a "phonics" book, this text takes a comprehensive approach to word identification, explaining all the print-based strategies children develop and use-providing a thorough understanding of teaching word identification, PreK through 5.
"Assessing and Addressing Literacy Needs: Cases and Instructional Strategies is designed to help preservice and inservice teachers understand the problems that children encounter when learning to read and to provide key instructional strategies related to best practices in literacy instruction. The text promotes reflection and analysis that will provoke thoughtful responses and discussions to help teachers use assessments to identify problems and employ appropriate strategies to help their students become better readers"-- Provided by publisher.
This highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. *Instructive "Try This" activities at the end of each chapter for teacher study groups and professional development.
Grounded in a strong evidence base, this indispensable practitioner guide and text has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K?2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials. See also Comprehensive Reading Intervention in Grades 3?8, by Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors, which presents the Interactive Strategies Approach--Extended (ISA-X) for intermediate and middle grade struggling readers.
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Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
Phonics and Word Identification: Instruction and Intervention K-8 integrates word study knowledge and classroom applications into one book. Unique to this book is the inclusion of specific strategies for teaching phonics to intermediate elementary and middle school students, recognizing their developmental level and need for more appropriate phonics instruction geared to their age level. Also unique is the embedding of strategies in authentic classroom context, the use of literature, poetry, and three basic cueing systems. Readers are given informal assessments that can be used immediately in the classroom to pinpoint areas of difficulty to provide intervention. It is designed to address the needs of students from Kindergarten to eighth grade, and it includes both instructional activities for typical learners and interventions for students who may be struggling. FEATURES: Introductory vignette in every chapter-presents a classroom scenario or a glimpse into the classroom drawn from observations and interviews with teachers. Intervention When Students Struggle feature-provides descriptions of various kinds of special needs such as learning disabilities and developmental delays and the effect they have on students' ability to use phonics and word identification. Assessment feature within each chapter-guides the reader and provides authentic, informal assessments of phonemic awareness, consonants, vowels, spelling, and affixes. Extensive lists of useful resources including children's literature and Internet sites.
Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
