Understanding Reading Problems
Pearson
978-0-13-384661-4 (ISBN)
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The market-leading, dependable guide for assessing literacy at every stage of development and implementing corrective instruction.
In this widely popular book, classroom teachers get up-to-date coverage of reading processes, their assessment, and their corrective instruction, including thorough treatment of reading and writing at every stage of development. The new edition provides updated coverage of the Common Core State Standards and the imperative to teach English learners. Included are an overview of essential reading processes—acquiring emergent literacy concepts, word recognition, fluency, vocabulary, and comprehension, as well as spelling and writing—and a review of the stages of literacy development—emergent, beginning reading, building fluency, reading to learn and for pleasure, and mature reading. Thorough explanations and detailed procedures for assessing and teaching emergent literacy look at phonological awareness, phonics and word knowledge from beginning to advanced levels, vocabulary, fluency, and comprehension of narrative and informational text. Teaching techniques range from the Response to Intervention framework to strategies for individual students, including those whose home language is not English. Diagnostic and week-to-week monitoring procedures, as well as formal assessments and testing terminology are covered in detail, and a full chapter covers laws and policies affecting children with special needs, as well as other physical and cognitive factors that impinge on students’ literacy growth.
013384661X / 9780133846614 Understanding Reading Problems: Assessment and Instruction, Pearson eText with Loose-Leaf Version -- Access Card Package
Package consists of:
0134228448 / 9780134228440 Understanding Reading Problems: Assessment and Instruction, Loose-Leaf Version
0134276981 / 9780134276984 Understanding Reading Problems: Assessment and Instruction, Pearson eText -- Access Card
Jean Gillet has been an elementary reading specialist in central Virginia. She has also served as a classroom teacher, staff development specialist, and university educator. Her professional interests include the diagnosis and correction of reading difficulties, children’s developmental spelling, and children’s writing. Jean’s extensive published work includes topics such as including contributing to classroom instructional materials on writing and spelling. The coauthor of several textbooks for teachers on language arts, reading, writing, and spelling, she received her doctorate from the University of Virginia. Charles Temple teaches courses in literacy, children’s literature, and storytelling at Hobart and William Smith Colleges. He trained as a reading clinician at the McGuffey Reading Center at the University of Virginia where he earned his Ph.D. He has co-authored many textbooks for teacher education, including All Children Reading, Children’s Books in Children’s Hands, The Beginnings of Writing, and The Developmental Literacy Inventory. Temple has worked on literacy and democratization projects on five continents, and currently volunteers as a teacher trainer and children’s book editor in Sierra Leone, Liberia, and Tanzania. He plays banjo and guitar, and is a children’s book author. Codruca Temple teaches courses in literacy, applied linguistics, and teaching methods for English Language Learners at the State University of New York at Cortland, where she oversees certification programs for teachers of foreign languages and programs for TESOL, preschool through grade 12. She earned her doctorate in English Education and Linguistics at Syracuse University. She is coauthor of The Beginnings of Writing. Charles and Codruca Temple have five children and two grandchildren between them. They enjoy reading, writing, sailing, traveling, and walking their dog Jackie along Seneca Lake in Geneva, New York. Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles. A Past President of the California Reading Association, he has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-90). He is a director of Critical Thinking International and frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.
Brief Table of Contents
Preface - xiii
Chapter 1 Reading and Its Assessment - 1
Chapter 2 Response to Intervention (RTI) and Struggling Readers -21
Chapter 3 Assessing and Teaching Emergent Readers and Writers - 37
Chapter 4 Assessing and Teaching Beginning and Fledgling Readers and Writers - 77
Chapter 5 Teaching Developing Readers - 109
Chapter 6 Informal Assessments of Reading and Reading Levels - 165
Chapter 7 Assessing and Teaching Middle and Secondary School Readers and Writers - 233
Chapter 8 Assessing and Teaching Spelling and Writing - 277
Chapter 9 Working with Culturally and Linguistically Diverse Students - 301
Chapter 10 Formal Measures - 327
Chapter 11 Factors Related to Reading Problems - 347
Summary - 372
References - 372
Name Index
Subject Index
Detailed Table of Contents
Preface - xiii
Chapter 1 Reading and Its Assessment - 1
Literacy Now: Framing the Issues- 2
Why Does Reading Ability Matter? - 2
How Do Different Groups of Students Perform on Literacy Tasks? - 7
How Do English Language Learners Fare in Literacy? - 10
How Do We View Learning to Read at Different Stages? - 11
What Happens in the Emergent Literacy Stage? - 12
What Happens in the Beginning Reading Stage? - 12
What Happens in the Building Fluency Stage? - 13
What Happens in the Developing Reading Stage? - 14
What Happens in the Mature Reading and Disciplinary Reading Stage? - 14
Old and New: No Child Left Behind and the Common Core State Standards - 15
Reading Assessment - 16
Why Do We Assess Readers and Writers? - 16
Different Assessments for Different Phases of Instruction - 18
Summary -18
References - 19
Chapter 2 Response to Intervention (RTI) and Struggling Readers -21
From a Discrepancy Model to Response to Intervention - 22
The Origins of RTI - 22
Response to Intervention (RTI) - 23
Characteristics of RTI: What It Is, What It Isn't - 24
Recommended Principles of RTI from the International Reading Association - 24
The Multi-Tiered Structure of RTI - 26
Approaches and Models for Implementing RTI - 27
Interactive Strategies Approach (ISA) - 27
Comprehensive Intervention Model (CIM) - 28
Evidence-Based Literacy Programs- 29
The Role of Assessment in RTI- 30
Members of the RTI Team and Their Roles - 30
Classroom Teacher- 31
Special Education Teacher - 31
School Psychologist - 31
Building Principal - 31
Parents - 32
RTI in Middle Schools and High Schools - 32
Summary- 34
References - 34
Chapter 3 Assessing and Teaching Emergent Readers and Writers - 37
Emergent Literacy- 38
Aspects of Emergent Literacy -38
Assessing Emerging Readers - 39
Assessing Print Concepts - 39
Alphabet Knowledge- 41
The Concept of Word - 42
Phonological Awareness- 44
Oral Language Development - 51
Widely Distributed Tests of Emergent Literacy - 57
Teaching for Emergent Literacy- 61
Teaching Print Orientation Concepts- 62
Teaching the Alphabet- 62
Teaching the Concept of Word - 63
Teaching to Build Phonological Awareness -64
Teaching for Many Things at Once- 65
Reading Storybooks - 66
Teaching to Nurture Vocabulary Development- 71
Teaching Decontextualized Language- 72
Emergent Literacy and the Common Core State Standards - 74
Summary - 75
References - 75
Chapter 4 Assessing and Teaching Beginning and Fledgling Readers and Writers - 77
Components of Beginning and Fledgling Reading - 79
Word Recognition - 79
Reading Fluency -81
Vocabulary - 81
Comprehension, the Ability to Derive Meaning from Text - 81
Assessing Beginning and Fledgling Readers- 82
Running Records - 82
Running Records to Document Progress - 83
Further Assessments of Beginning and Fledgling Readers -86
Instruction for Beginning and Fledgling Readers - 91
Guided Reading - 92
The Language Experience Approach - 94
Working on Reading Skills- 96
Writing - 101
Word Study - 102
Reading Aloud - 105
Beginning and Fledgling Reading and the Common Core Standards - 105
Summary - 107
References - 107
Chapter 5 Teaching Developing Readers - 109
Phonics and Word Knowledge for Developing Readers - 111
Word Knowledge at Different Levels - 111
Teaching Phonics - 112
Word Study at More Advanced Levels - 114
Guiding Word Study - 116
Teaching Words with Shared Phonogram Patterns - 116
Teaching Words with Grammatical Affixes and Derivational Affixes - 117
Teaching Homophones and Homographs - 117
Developing Sight Vocabulary - 118
Dictated Stories and Language Experience - 118
Support Reading: Echo Reading and Choral Reading- 119
Developing Word Analysis Strategies - 121
Using Context -121
Approaching Word Attack Strategically- 122
Developing Reading Fluency - 123
Modeling Fluent Oral Reading - 124
Providing Oral Support for Reading - 126
Providing Practice in Oral Reading - 127
Repeated Reading for Fluency - 127
Predictable Books, "Easy Readers," and Other Easy Reading Fare - 129
Developing Readers' Vocabulary - 131
Levels of Vocabulary Knowledge -131
Dissecting Children's Vocabulary- 132
Approaches to Teaching Vocabulary- 132
Exercises for Second Grade and Up- 133
Teaching the Use of Context Clues to Vocabulary- 135
Developing Reading Comprehension - 136
Strategies for the Phase of Anticipation- 136
Strategies for the Phase of Building Knowledge - 140
Strategies for the Phase of Consolidation- 147
Close Reading- 154
Six Close Readings - 154
Developing Listening Comprehension - 157
Summary - 162
References - 163
Chapter 6 Informal Assessments of Reading and Reading Levels - 165
Introduction - 166
Informal Reading Inventories - 166
Selecting a Commercial Informal Reading Inventory - 170
Types of Text - 170
Format and Instructions- 171
Administering an Informal Reading Inventory- 172
Scoring an Informal Reading Inventory - 181
Scoring the Word Recognition Inventory - 187
Interpreting an Informal Reading Inventory- 188
Supplementing Informal Reading Inventories - 196
Observations of Reading Behaviors and Strategies - 199
Observing Readers -200
Recording Observation - 201
Monitoring Types and Difficulty of Texts Read - 204
Guided Reading Levels- 205
Readability Estimates - 206
Lexiles - 207
Text Complexity - 208
Qualitative Factors- 210
Quantitative Factors - 210
Reader and Task Considerations - 210
Text Complexity and Reading Levels - 211
Student Portfolios - 211
Purposes of Portfolios - 211
Kinds of Portfolios - 212
What Goes into a Portfolio? - 213
Organizing a Portfolio Program - 215
Summary - 230
References - 230
Chapter 7 Assessing and Teaching Middle and Secondary School Readers and Writers - 233
The Reading and Writing Issues of Older Students- 234
Why Should We Be Concerned About Older Students' Reading and Writing Ability?- 234
Responding to the Needs of Readers and Writers in Middle and Secondary Grades - 235
Reading Strategies for Use across the Curriculum- 237
Strategies for the Anticipation Phase - 238
Strategies for the Building Knowledge Phase - 241
Strategies for the Reflection Phase - 244
Providing Close Support for Students' Reading Development- 246
Organizing Focused Strategic and Intensive Instruction- 246
Assessing Readers for Focused Instruction - 247
Planning Lessons for Readers with Disabilities - 247
Teaching Strategies to Build Reading Competence -248
Introducing and Focusing Attention on New Vocabulary -251
Close Reading - 254
Helping Older Students Write- 256
Eleven Elements of Effective Adolescent Writing Instruction - 257
Teaching Writing Strategies and Teaching the Writing Process Approach- 258
Having Goals for Writing -262
Keyboarding Skill - 262
Writing for Inquiry - 262
Motivational and Emotional Issues of Adolescent Students with Reading Problems - 265
Guiding Principles and Theories - 265
Summary -274
References - 274
Chapter 8 Assessing and Teaching Spelling and Writing - 277
Monitoring Spelling Progress and Problems - 278
Developmental Spelling Stages - 279
Nonalphabetic Stage - 280
Early Emergent Stage - 281
Later Emergent Stage - 281
Letter-Name Stage - 283
Within-Word Pattern Stage - 283
Syllables and Affixes Stage - 284
Derivational Constancy Stage - 286
Documenting Spelling Progress - 286
Word Knowledge Inventory - 286
Developmental Spelling Analysis - 288
The Gentry Spelling Grade-Level Test - 289
Focused Teaching of Spelling - 291
Monitoring Writing Progress - 294
Writing Samples - 294
Writing Checklists - 295
Six Traits Writing Evaluation - 296
Writing Rubrics - 297
Summary - 299
References - 300
Chapter 9 Working with Culturally and Linguistically Diverse Students - 301
Introduction - 302
Cultural Differences in the Mainstream Classroom - 302
How Do Different Cultures Conceptualize Literacy? - 303
How Do Communication Styles Differ among Cultures? - 304
What Participation Structures Do Different Cultures Favor? - 304
What Task-Engagement Preferences Do People in Different Cultures Have? - 305
How Is Discourse Organized in Different Cultures? - 305
How Can Teachers Accommodate Cultural Differences in the Mainstream Classroom? - 307
Linguistic Differences in the Mainstream Classroom - 308
How Can Teachers Accommodate Nonstandard Dialects in the Mainstream Classroom? - 309
How Does English Compare to Other Languages? - 310
How Can Teachers Accommodate Linguistic Differences in the Mainstream Classroom? - 312
How Do People Learn a Second Language? - 314
How Can Teachers Support English Language Development in the Mainstream Classroom? - 315
The Role of the First Language in Second Language and Literacy Development - 317
How Can Teachers Include English Language Learners' First Language
in the Mainstream Classroom? - 319
Assessment of Culturally and Linguistically Diverse Students - 321
Summary - 324
References - 324
Chapter 10 Formal Measures - 327
Understanding Formal Measures - 328
Characteristics of Tests - 330
Reliability - 330
Validity - 331
Interpreting Test Results - 332
Distributions of Test Scores - 333
Measures of Central Tendency: Mean, Median, and Mode - 334
Measures of Dispersion: Range and Standard Deviation - 334
Forms of Test Scores - 335
Norm-Referenced Tests - 336
Achievement Tests - 337
Diagnostic Tests - 338
Criterion-Referenced Tests - 340
Goals and Objectives - 341
Benchmarks and Rubrics- 342
State Standards and Assessment - 344
Summary - 345
References - 346
Chapter 11 Factors Related to Reading Problems - 347
Philosophical and Legal Issues Related to Students with Special Needs - 348
Past Legislation Affecting Students with Special Needs - 348
IDEA-2004 and NCLB - 350
Response to Intervention and Special Education - 350
Student Participation in General Education - 351
Identifying Students with Special Needs - 351
Assessment of Special Educational Needs - 352
Intellectual Factors - 353
Tests of Intelligence and Learning Aptitude - 354
The Role of Experience - 356
Language-Minority Students - 357
Physical Factors- 358
Vision and Visual Problems - 358
Hearing and Auditory Problems - 359
Language Factors - 360
Language Acquisition and Difficulties in Infancy and Early Childhood - 360
Language Development and Difficulties in Preschool and Primary Grades - 361
Language Development and Difficulties in Later Childhood - 362
Special Learning Problems - 363
Learning Disabilities - 363
Dyslexia - 364
Designing Individualized Interventions - 367
Interventions for Phonological Awareness - 368
Interventions for Improving Fluency - 369
Interventions for Improving Comprehension - 370
Summary - 372
References - 372
Name Index
Subject Index
Erscheint lt. Verlag | 11.7.2016 |
---|---|
Sprache | englisch |
Maße | 216 x 272 mm |
Gewicht | 748 g |
Themenwelt | Schulbuch / Wörterbuch |
Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
ISBN-10 | 0-13-384661-X / 013384661X |
ISBN-13 | 978-0-13-384661-4 / 9780133846614 |
Zustand | Neuware |
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