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This widely adopted text and teacher resource provides a comprehensive approach to assessing and remediating reading difficulties in grades K-6. Darrell Morris presents rich case studies of beginning and older readers struggling with different types of reading problems. He shows how to administer a thorough diagnostic battery and provide instruction tailored to each student's needs. In addition to one-to-one tutoring strategies, small-group and whole-class applications are discussed. Reproducible tools, book lists, and other user-friendly materials can be photocopied from the book or downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Detailed explanations of how to adapt the techniques for classroom use. *The latest research findings pertaining to reading diagnosis. *Updated and expanded book lists.*Chapter on historical and theoretical foundations. See also the Morris Informal Reading Inventory: Preprimer through Grade 8, a complementary assessment tool that yields systematic data on K-8 students' reading abilities.
Diagnostic Teaching of Reading, 7/e, by renowned author Barbara J. Walker, is the ideal resource for pre-service and in-service educators, including teachers, reading specialists, literacy coaches, school psychologists, special education teachers, and Title I teachers. In it they see how to use a variety of instructional and assessment techniques to help plan lessons designed to improve literacy for all learners in their charge. Included are over 65 instructional techniques that meet the diverse learning needs of all students, including struggling readers and writers, English language learners, and culturally diverse learners. With the information presented here, teachers see how to continually reflect on their instructional practices and tailor their instruction to the strengths and needs of the diverse children they teach.
First published in 1967, Reading and Remedial Reading describes the normal reading programme in the school where the author taught and the diagnosis and treatment of acute difficulties in learning to read. The work deals mainly with so-called educationally maladjusted children, many of whom showed signs of possible damage to the central nervous system, but Mr Tansley believes that the methods and techniques given are applicable to all children, irrespective of levels of intelligence, who are experiencing difficulties to learn. The results achieved are most encouraging and have been tested by numerous expert visitors from this country and abroad. This is a helpful guide to a large number of people- staffs and students in University Education Departments, educational psychologists, remedial teachers, special-school teachers, primary school teachers, and medical officers in the School Health Service.
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
This best-selling book is a ready-reference for teachers of reading, a highly popular core text for reading diagnosis and assessment courses, and an ideal guide for ongoing professional development workshops. The unique format of the book, with its IF/THEN Strategy Guides that help readers quickly match student needs to research-proven strategies, make it a quick, effective, “point-of-teaching” resource of up to date information, strategies, and suggestions. InStrategies for Reading Assessment and InstructionReaders can quickly turn to current information on evidence-based assessment and instruction and find ways to assess, teach, and organize for effective and comprehensive reading instruction.
Reading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties and dyslexia. From leading literacy research, the book develops a deeper understanding of thinking processes that facilitate comprehension at the word, discourse, and metacognitive levels. Children will benefit from the introduction of evidence-based methods for teaching reading comprehension using structured multiple-strategy frameworks.