Reading Fundamentals for Students with Learning Difficulties
6.390 kr.
Lýsing:
Reading Fundamentals for Students with Learning Difficulties is a foundational resource on reading instruction for students with learning difficulties. This comprehensive, practical textbook provides fundamental information related to typical and atypical reading development, reading instruction within K-12 classrooms, and how to identify reading problems and provide interventions to a wide range of students who struggle to learn.
Annað
- Höfundar: Sheri Berkeley, Sharon Ray
- Útgáfa:1
- Útgáfudagur: 2019-12-06
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- Format:ePub
- ISBN 13: 9781351137836
- Print ISBN: 9780815352907
- ISBN 10: 1351137832
Efnisyfirlit
- Cover
- Half Title
- Title Page
- Copyright Page
- Dedication Page
- Table of Contents
- Acknowledgments
- SECTION I Introduction to Reading Instruction and Assessment
- Section I: Overview
- Guiding Questions
- 1 Understanding the Nature of Reading and Schools
- The Nature of Reading
- Characteristics of Readers
- Proficient Readers
- Readers Who Struggle
- Factors that Make Students “At-risk”
- Low Socioeconomic Status
- Cultural Differences
- English Language Development
- Language-based Disabilities
- Characteristics of Readers
- The Nature of Reading
- The Nature of Schools
- Today’s Classrooms
- External Influences on School Performance
- Response to Intervention
- Organization of the Book
- Section I: Overview
- 2 Assessment of Reading
- Fundamentals of Assessment
- Background Information
- Exclusionary Information
- Environmental Factors
- Educational History
- Observed Testing Behavior
- Student Motivation
- Formal Assessments
- Characteristics of Formal Assessments
- Purposes of Formal Assessments of Reading
- Informal Assessments
- Characteristics of Informal Assessments
- Purposes of Informal Assessments of Reading
- Background Information
- Fundamentals of Assessment
- Assessment Application
- Selection
- Administration
- Scoring
- Interpretation
- Next Steps
- Application Vignette: A New Student in Mrs. Jones’ 4th Grade Classroom
- Fundamentals of Informal Reading Inventories
- Reading Skills Assessed
- Word Identification
- Reading Fluency
- Reading Comprehension
- Other Skills
- Reading Levels
- Text Level
- Student Reading Level
- Reading Skills Assessed
- Selection
- Purpose and Information Obtained from an IRI
- Qualifications to Administer an IRI
- Administration
- The Test Setting
- General Assessment Procedures
- Procedures for Administering Word Lists
- Procedures for Administering Passages
- Scoring Passages
- Error Analysis
- Interpretation
- Section II: Overview
- Guiding Questions
- 4 Oral Language Development
- Fundamentals of Language Development
- Communication
- Language
- Form
- Content
- Use
- Listening Comprehension
- Stages of Language Development
- Prelinguistic Stage
- Emerging Language Stage
- Developing Language Stage
- Language for Learning Stage
- Adolescent/Advanced Language Stage
- Communication
- Fundamentals of Language Development
- Instructional Approaches
- Early Learning Experiences
- Fostering Language Development in K–12 Classrooms
- Fostering Listening Comprehension
- Fundamentals of Early Reading
- Concepts of Print
- Phonological Awareness
- Alphabetic Knowledge
- Listening Comprehension
- Early Writing
- Instructional Approaches
- Set the Stage for Learning
- Modeling, Modeling, and More Modeling
- Shared Reading
- Shared Writing
- Developmentally Appropriate Explicit Instruction
- Phonological Awareness Activities
- Letter/Sound Correspondence Activities
- Structured Writing Activities
- Practice Through Play
- Big Book and Library/Reading Center
- Literacy Center
- Science Center
- Dramatic Play Center
- Blocks and Puzzles Center
- Multimedia/Computer Center
- Students Who Struggle to Develop Early Reading Skills
- Challenges Stemming from English Language Development
- Challenges Stemming from Disability
- Assessment of Oral Language and Early Reading Skills
- Early Reading Screeners
- Observation/Authentic Assessment
- Observation of Oral Language Development
- Observation of Early Reading Development
- Early Progress Monitoring
- Instructional Supports for Struggling Readers
- Selection of Instructional Materials
- Considerations for Instruction
- Additional Learning Opportunities
- Specialized Instruction: Language and Early Reading
- Section II: Application Activities
- Show What You Know!
- Partner Activity/Discussion
- Learn More: Multimedia Activity
- Section III: Overview
- Guiding Questions
- 7 Word Identification Skills and Fluency
- Fundamentals of Word Identification
- Types of Words
- Phonetically Regular Words
- Phonetically Irregular Words
- Sight Words
- Types of Text
- Texts Appropriate for Instruction
- Texts Appropriate for Independent Practice
- Texts that Should Be Avoided
- The Instructional Environment
- Types of Words
- Instructional Approaches
- Phonics
- Memory Strategies
- Structural Analysis
- Approaches for Promoting Reading Fluency
- Model Fluent Reading
- Repeated Reading
- Reader’s Theater
- Independent Practice
- Self-monitoring When Reading Connected Text
- Fundamentals of Word Identification
- Fundamentals of Intensive Reading Interventions
- Students Who Need Intensive Intervention
- Comprehensive Intensive Reading Programs
- Direct Instruction Approaches
- Orton-Gillingham Approaches
- Types of Words
- Phonetically Regular Words
- Phonetically Irregular Words and Sight Words
- Multi-syllable Words
- Types of Text
- Instructional Environment and Arrangement
- Instructional Techniques
- Students Who Struggle with Word Identification
- Challenges Stemming from English Language Development
- Challenges Stemming from Disability
- Challenges for Older Struggling Readers
- Assessment of Student Ability to Access Text
- Observation/Authentic Assessment
- Leveled Word Lists
- Informal Reading Inventories
- Computer-based Assessments
- Running Records
- Oral Reading Fluency Assessments
- Instructional Supports for Struggling Students
- Selection of Instructional Materials
- Considerations for Instruction
- Additional Learning Opportunities
- Specialized Instruction: Basic Reading Skills
- Section III: Application Activities
- Show What You Know!
- Partner Activity/Discussion
- Learn More: Multimedia Activity
- Section IV: Overview
- Guiding Questions
- 10 Reading Comprehension
- Fundamentals of Reading Comprehension
- Types of Text
- Narrative Texts
- Expository Texts
- Reading Comprehension Strategies
- Plan
- Pay Attention and Problem Solve
- Process Information
- Types of Text
- Fundamentals of Reading Comprehension
- Instructional Approaches
- Fostering Acquisition and Self-regulation of Reading Strategies
- Modeling Strategy Use
- Guided Practice of Strategy Use
- Independent Practice of Strategy Use
- Strategies that Help Students Plan
- Setting a Purpose for Reading
- Previewing
- Activating Background Knowledge
- Strategies that Help Students Pay Attention and Problem Solve
- Self-questioning
- Comprehension Monitoring
- Strategies that Help Students Process Information
- Using Retelling and Summarizing Strategies to Synthesize Information
- Using Text Structure and Graphic Organizers to Make Connections
- Fostering Acquisition and Self-regulation of Reading Strategies
- Fundamentals of Background Knowledge
- Making Connections
- The Role of Vocabulary
- Types of Vocabulary Words
- Depth of Word Understanding
- Building Background Knowledge
- Read Aloud
- Visual Aids and Multimedia
- Memorable Activities
- Building Vocabulary through Language Development and Reading
- Foster Student Interest and Awareness of Words
- Foster Wide Reading
- Foster Students’ Independent Learning of Words While Reading
- Building Vocabulary through Explicit Instruction
- Graphic Organizers
- Morphemic Analysis
- Keyword Mnemonics
- Activating Background Knowledge
- Students Who Struggle with Reading Comprehension
- Challenges Stemming from English Language Development
- Challenges Stemming from Disability
- Assessment of Student Understanding of Text
- Observation/Authentic Assessment
- Informal Reading Inventories
- Oral Story Retells
- Teacher-made Tests
- Computer-based Assessments
- Cloze/Maze Assessments
- Instructional Supports for Struggling Readers
- Selection of Instructional Materials
- Considerations for Instruction
- Additional Learning Opportunities
- Specialized Instruction: Comprehension
- Section IV: Application Activities
- Show What You Know!
- Partner Activity/Discussion
- Learn More: Multimedia Activity
- Section V: Overview
- Guiding Questions
- 13 The Development of Writing and Spelling
- Fundamentals of the Writing Process
- Types of Composition
- Components of Written Expression
- Content and Clarity
- Mechanics and Conventions
- Developmental Spelling Stages
- Precommunicative Stage
- Semiphonetic (or Early Letter Name) Stage
- Phonetic (or Middle/Late Letter Name) Stage
- Within Word (Transitional Speller) Stage
- Syllable Juncture Stage
- Derivational Constancy Stage
- The Writing Process
- Writing Strategies
- Instructional Approaches
- Fostering Acquisition of Spelling
- Word Study
- Memorization Strategies
- Structural Analysis
- Fostering Acquisition and Self-regulation of Writing Strategies
- Strategies that Help Students Plan
- Strategies for Brainstorming
- Strategies for Drafting
- Strategies that Help Students Pay Attention and Problem Solve
- Strategies for Revising
- Strategies for Editing
- Strategies that Help Students Present Information
- Fostering Acquisition of Spelling
- Fundamentals of the Writing Process
- Students Who Struggle with Writing and Spelling
- Challenges Stemming from English Language Development
- Challenges Stemming from Disability
- Assessment of Student Spelling Skills
- Observation/Authentic Assessment
- Teacher-made Spelling Tests
- Informal Spelling Inventories
- Instructional Supports for Struggling Spellers
- Selection of Instructional Materials
- Considerations for Instruction
- Additional Learning Opportunities
- Specialized Instruction: Spelling
- Assessment of Student Writing Skills
- Observation/Authentic Assessment
- Teacher-made Tests of Writing Skills
- Instructional Supports for Struggling Writers
- Selection of Instructional Materials
- Considerations for Instruction
- Additional Learning Opportunities
- Specialized Instruction: Writing
- Section V: Application Activities
- Show What You Know!
- Partner Activity/Discussion
- Learn More: Multimedia Activity
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- Gerð : 208
- Höfundur : 17806
- Útgáfuár : 2019
- Leyfi : 380