Reading Strategies for Elementary Students with Learning Difficulties Strategies for RTI

ISBN-10: 141296069X

ISBN-13: 9781412960694

Edition: 2nd 2009

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Description: A one-stop source of proven reading strategies for use with RTI interventions! Offering a set of practical instructional strategies, this second edition of the bestseller helps elementary and middle school educators integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI). Grounded in research-based reading instruction for students with learning difficulties, this resource provides both highly effective strategies that take a moderate investment of time to implement and tested tactics that can be easily implemented with little or no preparation. The authors discuss a wide range of topics, including: Early literacy and brain-compatible reading instruction Early literacy assessments Phonological and phonemic instruction Developmental reading and spelling stages Building vocabulary and reading fluency Reading comprehension and the brain

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Book details

List price: $41.95
Edition: 2nd
Copyright year: 2009
Publisher: Corwin Press
Publication date: 1/12/2009
Binding: Paperback
Pages: 272
Size: 8.50" wide x 10.75" long x 0.50" tall
Weight: 1.936
Language: English

Learn more about William Bender's PD offerings Consulting Description: Differentiated Instruction Consulting Description: Math Consulting Description: Project-Based Learning Consulting Description: RTI Consulting Description: Technology nbsp; nbsp; William N. Bender nbsp;began his career by teaching eighth- and ninth-grade students in the public schools. He worked in higher education for 28 years and published over 60 research articles and 24 books in education. He specializes in instructional strategies for all students and is recognized as a national leader on instructional tactics, response to intervention, and differentiated instruction. Dr. Bender believes his job is to inform audiences across the nation of innovative, up to date information, based on current applied research. Dr. Bender received his Ph.D. in Special Education from the University of North Carolina and currently consults with schools and districts in the United States and Canada.

Martha J. Larkin taught public school students in general education and special education at the elementary, middle, and secondary levels for several years before beginning a career in higher education. She has authored and coauthored 17 journal articles, 10 book and monograph chapters, and 5 research reports and commissioned papers in education and special education. She specializes in instructional strategies, particularly for students with learning disabilities. Her specific teaching and research interests include scaffolded instruction, content enhancement, learning strategies, graphic organizers, and grading rubrics. She especially enjoys pursuing these interests in the areas of reading, writing, and mathematics. She earned her PhD from the University of Alabama in 1999.

Acknowledgments
About the Authors
Introduction
The Reading Brain and Literacy Instruction
The Good News in Reading Research!
Big Ideas From Early Literacy Research
The Emerging Emphasis on Literacy
Assessments of Early Literacy
Brain-Compatible Reading Instruction
A Brain-Based Model of Reading
What the Brain Research on Reading Has Found
Conclusion
What's Next?
Phonemic Instruction: The Critical Emphasis in Reading and Literacy
Phonological Instruction and Phonemic Instruction
Phonemic Awareness or Phonemic Manipulation
Guidelines for Phonemic Instruction
Phonemic-Based Reading Programs
Conclusion
What's Next?
Phonics and Word Attack Strategies
Phonics and the Brain
Phonics Instructional Options
Strategies for Developmental Reading and Spelling Stages
Conclusion
What's Next?
Strategies for Building Vocabulary and Reading Fluency
Vocabulary and Reading Fluency
Building Vocabulary
The Importance of Vocabulary Development
Do We Still Need Sight-Word Approaches for Vocabulary Instruction?
How Good Readers Read
Learning New Vocabulary Terms
Word Recognition Instruction
Deriving Meaning From Vocabulary
Learning Strategies for Vocabulary Mastery
Reading Fluency
Conclusion
What's Next?
Gaining Meaning From Reading
Reading Comprehension and the Brain
Story Grammar
Student Think-Alouds or Inferencing Substrategies
Question Answering
List Summaries
Improvisational Drama
Cooperative Discussion and Questioning (Coop-Dis-Q)
Collaborating Strategic Reading (CSR)
Bibliotherapy
Conclusion
What's Next?
Reading Comprehension in the Content Areas
Content Area Reading and the Brain
KWPLS (Know, Want to Know, Predict, Learned, Summarize)
Analogies Instruction
Possible Sentences
Vocabulary Self-Collection Strategy (VSS)
Guided Reading in Textual Settings (GRITS)
ReQuest: Asking Self-Declared Questions
Idea Circles
Infra-Act: Sharing Perspectives
Question-Answer Relationships
Conclusion
Resources: Commercially Available Reading Programs
Glossary
Index
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