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Reading Problems Assessment and Teaching Strategies

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ISBN-10: 0205441211

ISBN-13: 9780205441211

Edition: 5th 2006 (Revised)

Authors: Joyce Holt Jennings, Janet W. Lerner, JoAnne Schudt Caldwell, Janet W. Lerner

List price: $119.60
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Description:

The Fifth Edition of Reading Problems: Assessment and Teaching Strategies combines new and time-tested approaches to working with struggling readers of all ages, and includes practical instructional strategies, assessment tools, and discussion of the research.
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Book details

List price: $119.60
Edition: 5th
Copyright year: 2006
Publisher: Allyn & Bacon, Incorporated
Binding: Hardcover
Pages: 504
Size: 7.25" wide x 9.50" long x 1.00" tall
Weight: 1.980
Language: English

Janet W. Lerner is professor emeritus at Northeastern Illinois University, where she served as professor and chairperson of the Department of Special Education. She received the J. E. Wallace Wallin Special Education Lifetime Achievement Award from the Council of Exceptional Children, and was awarded the Romaine P. Mackie Award from the Pioneers Division of CEC. Dr. Lerner served as a general education teacher, a special education teacher, and a reading specialist at the elementary, middle school, and high school levels. She has taught at several colleges and universities in the fields of learning disabilities, reading instruction, and special education. She served as co-editor of Learning…    

List of Strategy Snapshots
Preface
Overview of Reading and Reading Problems
Introduction
Reading Problems: A National Dilemma
National Reading Levels
Reading Needs in Today's World
Need for Early Identification and Instruction
Providing Reading Assistance
Factors Associated with Reading Problems
Factors Within the Individual
Factors in the Home, Social, and Cultural Environments
Factors in the School Environment
Factors of Cultural and Linguistic Diversity
What Is Reading?
Constructing Meaning
Contribution of the Reader
Contribution of the Written Material
Contribution of the Reading Situation
Components of the Reading Process
Early Literacy
Word Recognition: Accuracy and Fluency
Reading Comprehension
Language and Meaning Vocabulary
Reading-Writing Connection
Enjoyment and Appreciation
Overview of This Book
Summary
Factors Associated with Reading Disability
Introduction
Environmental Factors
Home Environment
School Environment
Social Environment
Cultural Environment
Assessing Environmental Factors
Emotional Factors
Emotional Responses to Reading Problems
Assessing Emotional and Behavioral Factors
Intelligence
Definitions of Intelligence
Current Views of Intelligence
Evidence That a Person's Intelligence Can Be Changed
Cultural Bias in the Measurement of Intelligence
Using Intelligence Tests to Determine the Existence of a Reading Disability
Concerns about Using Intelligence Tests to Determine a Reading Disability
Language Abilities
Written and Oral Language
Receptive and Expressive Language
Systems of Oral Language
Speech Problems and Language Disorders
Nonstandard Dialects
English Language Learners
Assessing Language Development
Physical Factors
Hearing Impairment
Visual Impairment
Neurological Factors
Gender Differences
Other Physical Problems
Summary
Obtaining Background Information
Introduction
Information about the Environment
Home Environment
School Environment
Social and Cultural Environments
Information about the Individual
Emotional Information
Information about Potential (Intelligence)
Physical Information
Information about Language Development
Methods of Collecting Information
Interview and Questionnaire
Informal Talks
School Records and Materials
Observation during Reading Lessons
Summary
Informal Assessment Procedures
Introduction
General Diagnostic Questions: An Overview
How Severe Is the Reading Problem?
What Is the General Area of the Reading Problem?
Overview of Formal Assessment Measures
Overview of Informal Assessment Measures
Informal Reading Inventory
Obtaining Answers to General Diagnostic Questions
Administering and Scoring the Informal Reading Inventory
Interpreting the Scores of the IRI
Special Issues and Options in Using IRIs
Interactive Assessment Procedures
Assessment Portfolios
Summary
Assessing Reading: Formal Measures
Introduction
Overview of Formal Tests
Norm-Referenced Tests
Criterion-Referenced Tests
Bias in Testing
Ethical Considerations
Scores on Norm-Referenced Tests
Standardization, Validity, and Reliability
Tests of General Reading Assessment
Group Survey Tests
Individual Survey Tests
Normed Oral Reading Tests
Diagnostic Reading Tests
Diagnostic Reading Batteries
Diagnostic Tests of Specific Areas
Measuring Intelligence
Using Intelligence Test Information in Reading Assessment
Intelligence Tests That Should Be Administered by Psychologists
Intelligence Tests That Can Be Administered by Teachers and Reading Specialists
Interpreting Intelligence Test Scores
Summary
Providing Instruction and Intervention Strategies
Introduction
Effective Intervention Programs
Individual Intervention Programs
Reading Recovery
Early Steps
Book Buddies
Individual Intervention for Older Students
Group Intervention Programs
The Boulder Project
Early Intervention in Reading (EIR)
First Grade Group Intervention
Reading Club
Literacy Booster Groups
Intervention in the Classroom
Cross-Age Tutoring
Project Success
Readers' Workshop
Total School or Classroom Interventions
Success for All
Four Blocks Literacy Model
Fluency-Oriented Reading Program
Principles of Teaching Students Struggling with Literacy
Emphasize Reading
Teach Students the Strategies That Good Readers Use
Make Assessment an Ongoing and Integral Component of Instruction
Provide a Balanced Instructional Framework
Provide a Consistent Instructional Structure and Use Time Effectively
Provide Text That Students Can Read Successfully
Provide Time for Word Study
Encourage Independent Reading
Include Writing as Part of the Lesson Structure
Keep the Size of the Group as Small as Possible
Coordinate Intervention Instruction and Classroom Instruction
Build Rapport by Fostering Acceptance, Security, and Success
Application of Common Intervention Elements to Program Design
Summary
Early Literacy
Introduction
Early Literacy Concepts
Oral Language Development
Concepts about Print
Alphabet Knowledge
Phonemic Awareness
Letter-Sound Correspondence
Beginning Reading Vocabulary
Strategies to Develop Early Literacy Concepts
Oral Language Development
Concepts about Print
Alphabet Knowledge
Phonemic Awareness
Letter-Sound Correspondence
Beginning Reading Vocabulary
Summary
Improving Word Recognition Accuracy
Introduction
Stages of Word Recognition Development
Strategies for Identifying Words
Assessing Phonics Strategies
Miscue Analysis
Tests of Phonics Patterns
Teaching Phonics Strategies
Patterns and Rules
Choosing the Phonics Teaching Sequence
Decoding through Analogy
Combining Phonics and Meaning
Making Students Aware of Their Strategies
Dealing with Exceptions
Ideas for Practicing Phonics
Teaching Multisyllabic Words
The Benchmark Program
The Open Court Reading Program
Assessing Structural Analysis Strategies
Teaching Structural Analysis Strategies
Assessing Context Strategies
Miscue Analysis
Student Reading Interview
Comparison of Words Recognized in Lists and Passages
Teaching Context Strategies
Encouraging Students to Monitor for Meaning
Using Cloze
Summary
Improving Reading Fluency
Introduction
Role of Fluency in the Reading Process
Assessing Word Recognition Fluency
Listening to Students Read Orally
Determining Reading Rate
Timed Administration of Word Lists
Strategies for Developing Fluency in Context
Promoting Wide Reading of Easy Text
Using Patterned Books
Assisted Reading
Repeated Reading
Performance Reading
The Language Experience Approach
Making Oral and Silent Reading Effective
Fluency Development Procedures
Strategies for Developing Sight Words in Isolation
Choosing Words for Instructional Focus
Guidelines for Teaching Sight Words
Strategies for Focusing on Words
Mastering Function Words
Dealing with Reversals
Combining Contextual Reading with a Focus on Words
The Curious George Strategy
The Multiple-Exposure/Multiple-Context Strategy
Summary
Improving Vocabulary Development and Listening Comprehension
Introduction
Importance of Language to Reading
Causes of Problems with Language
Language Disability and Delay
Lack of Reading
Lack of a Rich Language Environment
Assessing Language Abilities
Informal Measures
Formal Measures
Conditions That Foster Language Learning
Exposure to Rich Language
Active Participation
Incidental and Explicit Instruction
Making Connections
Strategies for Fostering Language: Listening Comprehension
Reading Books to Students
Paired Story Reading
Directed Listening-Thinking Activity (DL-TA)
Sentence Building
Encouraging Verbal Expression
Strategies for Fostering Language: Meaning Vocabulary
Introducing Words Before Reading
Practicing and Reinforcing Meaning Vocabulary
Using Strategies to Figure Out Unknown Words
Using Poetry to Develop Language
Summary
Improving Comprehension of Narrative Text
Introduction
General Features of Effective Reading Comprehension
The Purpose of Reading Is Comprehension
Comprehension Is an Active and Accurate Process
Comprehension Uses Background Knowledge
Comprehension Requires Higher-Level Thinking
Comprehending Narrative Materials
Narratives Inspire Imaginative Personal Responses
Narratives Have Story Organization
Assessing Abilities with Narrative Text
Measuring General Comprehension Ability
Judging the Comprehension of Specific Materials
Strategies for Improving Comprehension before Reading
Building Background Knowledge
Predicting and Semantic Impressions
Reading a Story to Students
Strategies for Improving Comprehension during Reading
The Directed Reading-Thinking Activity (DR-TA)
Using Post-It Notes to Monitor Responses to Reading
Making Mental Images
Constructing Content-Free Questions
Using Discussion Cards
Strategies for Improving Comprehension after Reading
Comprehension Strategies that Develop Story Structure
Comprehension Strategies that Nurture Personal Response
Connecting the Literary Experience
Conceptually Connected Instruction (Themes)
Studying Different Genres
Summary
Improving Comprehension of Informational Text
Introduction
Nature of Informational Text
Types of Informational Text
Difficulties Presented by Informational Text
Importance of Informational Text
Assessing Abilities with Informational Text
Focusing the Informal Reading Inventory on Informational Text
Assessing the Use of Background Knowledge
Assessing Comprehension Monitoring
Assessing Ability to Transform Text for Studying
Strategies for Helping Students Read Informational Text
Strategies for Combining Prior Knowledge with Informational Text
Strategies for Monitoring the Comprehension of Informational Text
Content-Free Questions
Question-Answer Relationships (QARs)
Strategies for Transforming Informational Text
Summary
Reading and Writing
Introduction
Importance of Teaching Writing
Assessing Writing
Writing Instruction
Writing Process
Supporting Students' Writing
Written Conversations and Personal Correspondence
Personal Journals
Strategies for Integrating Reading and Writing
Writing and Reading Narrative Text
Writing and Reading Informational Text
Writing with Poetry
Developing the Ability to Spell
Spelling Development
Spelling Assessment
Spelling Instruction
Handwriting
Summary
Literacy Instruction for Diverse Populations: English Language Learners, Adolescents, and Adults with Reading Problems
Introduction
Teaching in a Multicultural Society
Diverse Cultural Views about Reading
Teaching Children from Diverse Cultures
English Language Learners
About English Language Learners
Models for Teaching English Language Learners
Teaching Reading to English Language Learners
Strategies for Teaching Reading to ELL Students
Role of Parents in Fostering Literacy
You Read to Me, I'll Read to You Strategy
Parent Workshops
Adolescents with Reading Problems
Characteristics of Adolescents with Reading Problems
Special Considerations at the Secondary Level
Components of Effective Secondary Programs
Adults with Reading Problems
Postsecondary and College Programs
Needs of Adults with Reading Problems
Instructional Programs for Adults
Summary
Literacy Instruction for Students with Special Needs
Introduction
The Individuals with Disabilities Education Improvement Act of 2004
Eligibility of Learning Disabilities
The Individualized Education Program (IEP)
Transition Services
Procedural Safeguards
Categories of Students with Disabilities
Learning Disabilities
Characteristics of Learning Disabilities
Educational Settings for Students with Learning Disabilities
Dyslexia: The Baffling Reading Disorder
Neurological Basis of Dyslexia
Genetics of Dyslexia
Attention Deficit Hyperactivity Disorder
Characteristics of ADD
Eligibility of Children with ADD for Services
Behavior Problems of Students with ADD
Medication for Students with ADD
Other Students Who Are at Risk
Providing Reading Instruction for Students with Special Needs
Adapting Standard Reading Methods for Students with Severe Reading Disabilities
Differences in Learning Styles
Multisensory Methods for Teaching Reading
Lindamood Phoneme Sequencing Program (LIPS)
Direct Instruction Reading Program
Fast ForWord
Summary
Collaborative Assessment and Instruction
Introduction
Changing Roles of Reading Specialists
Title I Programs
No Child Left Behind Act
Narrowing the Achievement Gap
Role of the Reading Specialist in Assessment
Evaluation of Student Performance
Individual Diagnostic Procedures
Role of the Reading Specialist in Instruction
Working with Classroom Teachers
Working with Other Professionals
Reading Specialists as Literacy Leaders
Providing Support for Teachers
Providing Support for Paraprofessionals
Serving as a Liaison between Teachers and Administrators
Serving on Student Services Teams
Serving on the Instructional Intervention Team
Working with Parents
Literacy Advocates in the Community
Summary
Appendixes
Frequently Used Tests
Publishers of Educational Resources
An Informal Reading Inventory
Reporting Information to Parents
References
Name Index
Subject Index
Test Index