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Reading Instruction for Students Who Are at Risk or Have Disabilities

ISBN-10: 0205404049
ISBN-13: 9780205404049
Edition: 2007
List price: $51.99
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Description: The teaching strategies have been field tested with at-risk children in both rural and urban teaching settings. Most of the strategies have resulted from work the authors did in their recent four-year federally-funded model-demonstration grant in  More...

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Book details

List price: $51.99
Copyright year: 2007
Publisher: Allyn & Bacon, Incorporated
Publication date: 11/14/2006
Binding: Mixed Media
Pages: 352
Size: 8.50" wide x 10.75" long x 0.75" tall
Weight: 1.628
Language: English

The teaching strategies have been field tested with at-risk children in both rural and urban teaching settings. Most of the strategies have resulted from work the authors did in their recent four-year federally-funded model-demonstration grant in which they have implemented an extensive reading problem prevention model in grades K-3 in three inner-city schools. nbsp; The book is more than a list of teaching strategies that are scientifically-validated; the scientifically-validated practices included are integrated into a systematic teaching process that stresses the use of student outcome data within authentic classroom contexts to guide practice. nbsp; In-service or pre-service teachers.

An Introduction to Systematic, Explicit Reading Instruction
Key terms
Objectives Who Are The Students At-risk For Having Reading Problems?
What Is The Best Time To Begin Reading Instruction For Children
Who Are At-risk?
How Can I Identify Which Students Are Likely To Struggle When learning To Read?
How Can I Set Goals For Them And Monitor Their Progress?
What Essential Skills Do Students need To Become Mature Readers?
What Does The Research Say About The Most Effective Way To Teach Essential Reading Skills To Children Who Are At-Risk?
What Letter Sounds Do Teachers Need To Know To Teach Phonemic Awareness And Phonics Skills To Students Who Are At-Risk?
Phonemic Awareness
Key Terms
Objectives
What Skills Do I Need To Teach?
How Can I Efficiently Assess And Monitor The progress In Phonemic Awareness Skills?
How Do I Teach Students To Segment And Blend?
What Can I Do For Students Who Still Are Not learning To Segment And Blend Even With Enhancements Added To The Classroom Reading program?
What Can I Do For Students Who Still Are Not learning To Segment And Blend, Even Though They Receive Daily Tier 2 Booster sessions?
How Can I Teach Phonemic Awareness To English Language Learners?
How Important Is Phonemic Awareness For The Older learner?
How Can I Use games To Reinforce the Phonemic Awareness Skills That Students Have Learned
What Activities Help Students Apply Their New Skills In Phonemic Awareness?
Alphabetic Principle
Key Terms
Objectives
What Skills Do I Need To Teach?
How Can I Efficiently Assess And Monitor
The Progress Of My Students In Attaining the Alphabetic Principle?
How Do I Teach Students So That They Attain The Alphabetic Principle?
Putting The Pieces Together: What Does A Tier 1 Classroom Look Like?
What Can I Do For Students
Who Still Arenrsquo;t learning To identify Letter
Sounds Or Read Regular Words And Longer Decodable Passages Even With Enhancements Added To The Classroom Reading Program?
What Can I Do For Students
Who Struggle To Acquire The Alphabetic Principle, Even Though They receive Daily Tier 2 Booster Sessions?
How Can I Teach Alphabetic Principle To English Language Learners?
How Important Is Alphabetic Principle For The Older Learner?
How Can I Use Games And Activities To Reinforce The Decoding Skills That Students Have learned?
What Activities Help Students Apply Their Newly-Acquired Alphabetic Principle?
Advanced Word Reading
Key Terms
Objectives
Why Is it Necessary To Teach Advanced Word Reading Skills
When Students Have Already Attained The Alphabetic Principle?
What Are The Advanced Word Reading Skills I Need To Teach?
How Can I Assess Student Advanced Word R

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