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Reading Fundamentals for Students with Learning Difficulties: Instruction for Diverse K-12 Classrooms [Minkštas viršelis]

  • Formatas: Paperback / softback, 256 pages, aukštis x plotis: 254x178 mm, weight: 485 g, 53 Tables, black and white; 55 Line drawings, black and white; 31 Halftones, black and white
  • Išleidimo metai: 09-Dec-2019
  • Leidėjas: Routledge
  • ISBN-10: 0815352913
  • ISBN-13: 9780815352914
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 256 pages, aukštis x plotis: 254x178 mm, weight: 485 g, 53 Tables, black and white; 55 Line drawings, black and white; 31 Halftones, black and white
  • Išleidimo metai: 09-Dec-2019
  • Leidėjas: Routledge
  • ISBN-10: 0815352913
  • ISBN-13: 9780815352914
Kitos knygos pagal šią temą:

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. Throughout the text, cutting edge research on reading instruction for students with learning disabilities and English Learners is translated to practice, making it accessible to even the most novice teachers. Each section concludes with application activities, including self-tests and discussion prompts, to reinforce learning.

Acknowledgments xv
SECTION I Introduction to Reading Instruction and Assessment
1(52)
Section I Overview
1(1)
Guiding Questions
1(1)
1 Understanding the Nature of Reading and Schools
2(17)
The Nature of Reading
2(10)
Characteristics of Readers
2(1)
Proficient Readers
3(1)
Readers Who Struggle
3(1)
Factors that Make Students "At-risk"
4(1)
Low Socioeconomic Status
4(1)
Cultural Differences
5(1)
English Language Development
6(4)
Language-based Disabilities
10(2)
The Nature of Schools
12(5)
Today's Classrooms
13(1)
External Influences on School Performance
14(1)
Response to Intervention
15(2)
Organization of the Book
17(2)
2 Assessment of Reading
19(14)
Fundamentals of Assessment
19(7)
Background Information
19(1)
Exclusionary Information
19(1)
Environmental Factors
20(1)
Educational History
20(1)
Observed Testing Behavior
20(1)
Student Motivation
21(1)
Formal Assessments
22(1)
Characteristics of Formal Assessments
23(1)
Purposes of Formal Assessments of Reading
24(1)
Informal Assessments
24(1)
Characteristics of Informal Assessments
24(1)
Purposes of Informal Assessments of Reading
25(1)
Assessment Application
26(4)
Selection
28(1)
Administration
28(1)
Scoring
29(1)
Interpretation
29(1)
Next Steps
29(1)
Application Vignette: A New Student in Mrs. Jones' 4th Grade Classroom
30(3)
3 Informal Reading Inventories
33(20)
Fundamentals of Informal Reading Inventories
33(5)
Reading Skills Assessed
33(1)
Word Identification
34(1)
Reading Fluency
35(1)
Reading Comprehension
35(1)
Other Skills
35(1)
Reading Levels
36(1)
Text Level
36(1)
Student Reading Level
37(1)
Assessment Application
38(5)
Selection
38(1)
Purpose and Information Obtained from an IRI
38(1)
Qualifications to Administer an IRI
38(1)
Administration
39(1)
The Test Setting
39(1)
General Assessment Procedures
39(1)
Procedures for Administering Word Lists
40(1)
Procedures for Administering Passages
41(1)
Scoring Passages
41(2)
Application Vignette: Administering an IRI from Beginning to End
43(8)
Error Analysis
45(4)
Interpretation
49(2)
Section I Application Activities
51(1)
Show What You Know!
51(1)
Partner Activity/Discussion
51(1)
Learn More: Multimedia Activity
51(2)
SECTION II Foundations of Early Reading and Writing
53(54)
Section II Overview
53(1)
Guiding Questions
53(1)
4 Oral Language Development
54(14)
Fundamentals of Language Development
54(5)
Communication
54(1)
Language
55(1)
Form
55(1)
Content
56(1)
Use
56(1)
Listening Comprehension
57(1)
Stages of Language Development
57(1)
Prelinguistic Stage
57(1)
Emerging Language Stage
58(1)
Developing Language Stage
58(1)
Language for Learning Stage
59(1)
Adolescent/Advanced Language Stage
59(1)
Instructional Approaches
59(9)
Early Learning Experiences
59(3)
Fostering Language Development in K--12 Classrooms
62(1)
Fostering Listening Comprehension
63(5)
5 Early Reading
68(22)
Fundamentals of Early Reading
68(6)
Concepts of Print
68(1)
Phonological Awareness
68(2)
Alphabetic Knowledge
70(2)
Listening Comprehension
72(1)
Early Writing
73(1)
Instructional Approaches
74(13)
Set the Stage for Learning
75(1)
Modeling, Modeling, and More Modeling
76(1)
Shared Reading
76(2)
Shared Writing
78(1)
Developmentally Appropriate Explicit Instruction
79(1)
Phonological Awareness Activities
79(3)
Letter/Sound Correspondence Activities
82(1)
Structured Writing Activities
82(1)
Practice Through Play
82(1)
Big Book and Library/Reading Center
83(1)
Literacy Center
84(1)
Science Center
84(1)
Dramatic Play Center
85(1)
Blocks and Puzzles Center
85(1)
Multimedia/Computer Center
86(1)
Application Vignette: Literacy Integrated with Kindergarten Science (LINKS)
87(3)
6 Supporting All Students in Early Reading Development
90(17)
Students Who Struggle to Develop Early Reading Skills
90(3)
Challenges Stemming from English Language Development
90(2)
Challenges Stemming from Disability
92(1)
Assessment of Oral Language and Early Reading Skills
93(4)
Early Reading Screeners
94(1)
Observation/Authentic Assessment
94(1)
Observation of Oral Language Development
94(1)
Observation of Early Reading Development
95(1)
Early Progress Monitoring
96(1)
Instructional Supports for Struggling Readers
97(4)
Selection of Instructional Materials
97(1)
Considerations for Instruction
98(3)
Additional Learning Opportunities
101(1)
Specialized Instruction: Language and Early Reading
101(2)
Section II Application Activities
103(1)
Show What You Know!
103(1)
Partner Activity/Discussion
103(1)
Learn More: Multimedia Activity
104(3)
SECTION III Accessing Text
107(52)
Section III Overview
107(1)
Guiding Questions
107(1)
7 Word Identification Skills and Fluency
108(16)
Fundamentals of Word Identification
108(6)
Types of Words
108(1)
Phonetically Regular Words
108(4)
Phonetically Irregular Words
112(1)
Sight Words
112(1)
Types of Text
113(1)
Texts Appropriate for Instruction
113(1)
Texts Appropriate for Independent Practice
113(1)
Texts that Should Be Avoided
113(1)
The Instructional Environment
113(1)
Instructional Approaches
114(10)
Phonics
115(2)
Memory Strategies
117(1)
Structural Analysis
118(2)
Approaches for Promoting Reading Fluency
120(1)
Model Fluent Reading
120(1)
Repeated Reading
120(1)
Reader's Theater
120(1)
Independent Practice
121(1)
Self-monitoring When Reading Connected Text
122(2)
8 Intensive Reading Intervention
124(17)
Fundamentals of Intensive Reading Interventions
124(4)
Students Who Need Intensive Intervention
124(1)
Comprehensive Intensive Reading Programs
125(1)
Direct Instruction Approaches
126(1)
Orton-Gillingham Approaches
127(1)
Scope and Sequence of Intensive Reading Program Curriculums
128(6)
Types of Words
129(1)
Phonetically Regular Words
129(3)
Phonetically Irregular Words and Sight Words
132(1)
Multi-syllable Words
133(1)
Types of Text
134(1)
Increased Explicitness of Instruction in Intensive Reading Programs
134(3)
Instructional Environment and Arrangement
135(2)
Instructional Techniques
137(1)
Specialized Instruction: Skill Specific/Supplemental Reading Programs
137(4)
9 Supporting All Students in Accessing Text
141(18)
Students Who Struggle with Word Identification
141(2)
Challenges Stemming from English Language Development
141(1)
Challenges Stemming from Disability
142(1)
Challenges for Older Struggling Readers
143(1)
Assessment of Student Ability to Access Text
143(6)
Observation/Authentic Assessment
144(1)
Leveled Word Lists
145(1)
Informal Reading Inventories
146(1)
Computer-based Assessments
146(1)
Running Records
146(1)
Oral Reading Fluency Assessments
147(2)
Instructional Supports for Struggling Students
149(3)
Selection of Instructional Materials
149(1)
Considerations for Instruction
149(2)
Additional Learning Opportunities
151(1)
Specialized Instruction: Basic Reading Skills
152(3)
Section III Application Activities
155(1)
Show What You Know!
155(1)
Partner Activity/Discussion
155(1)
Learn More: Multimedia Activity
156(3)
SECTION IV Understanding Text
159(50)
Section IV Overview
159(1)
Guiding Questions
159(1)
10 Reading Comprehension
160(18)
Fundamentals of Reading Comprehension
160(4)
Types of Text
160(1)
Narrative Texts
160(1)
Expository Texts
161(1)
Reading Comprehension Strategies
161(1)
Plan
162(1)
Pay Attention and Problem Solve
163(1)
Process Information
164(1)
Instructional Approaches
164(14)
Fostering Acquisition and Self-regulation of Reading Strategies
164(1)
Modeling Strategy Use
165(1)
Guided Practice of Strategy Use
165(1)
Independent Practice of Strategy Use
166(1)
Strategies that Help Students Plan
167(1)
Setting a Purpose for Reading
167(1)
Previewing
168(1)
Activating Background Knowledge
169(1)
Strategies that Help Students Pay Attention and Problem Solve
169(1)
Self-questioning
169(1)
Comprehension Monitoring
170(2)
Strategies that Help Students Process Information
172(1)
Using Retelling and Summarizing Strategies to Synthesize Information
172(1)
Using Text Structure and Graphic Organizers to Make Connections
173(5)
11 Background Knowledge (Including Vocabulary)
178(15)
Fundamentals of Background Knowledge
178(3)
Making Connections
178(1)
The Role of Vocabulary
179(1)
Types of Vocabulary Words
179(1)
Depth of Word Understanding
180(1)
Instructional Approaches
181(8)
Building Background Knowledge
182(1)
Read Aloud
182(1)
Visual Aids and Multimedia
183(1)
Memorable Activities
183(1)
Building Vocabulary through Language Development and Reading
183(1)
Foster Student Interest and Awareness of Words
183(1)
Foster Wide Reading
184(1)
Foster Students' Independent Learning of Words While Reading
184(1)
Building Vocabulary through Explicit Instruction
185(1)
Graphic Organizers
185(1)
Morphemic Analysis
186(1)
Keyword Mnemonics
186(2)
Activating Background Knowledge
188(1)
Application Vignette: DIVE
189(4)
12 Supporting All Students in Understanding Text
193(16)
Students Who Struggle with Reading Comprehension
193(2)
Challenges Stemming from English Language Development
193(1)
Challenges Stemming from Disability
194(1)
Assessment of Student Understanding of Text
195(4)
Observation/Authentic Assessment
196(1)
Informal Reading Inventories
197(1)
Oral Story Retells
197(1)
Teacher-made Tests
197(1)
Computer-based Assessments
198(1)
Cloze/Maze Assessments
198(1)
Instructional Supports for Struggling Readers
199(4)
Selection of Instructional Materials
200(1)
Considerations for Instruction
200(3)
Additional Learning Opportunities
203(1)
Specialized Instruction: Comprehension
203(3)
Section IV Application Activities
206(1)
Show What You Know!
206(1)
Partner Activity/Discussion
206(1)
Learn More: Multimedia Activity
207(2)
SECTION V Writing and Spelling
209(36)
Section V Overview
209(1)
Guiding Questions
209(1)
13 The Development of Writing and Spelling
210(19)
Fundamentals of the Writing Process
210(12)
Types of Composition
210(1)
Components of Written Expression
210(1)
Content and Clarity
210(1)
Mechanics and Conventions
211(1)
Developmental Spelling Stages
212(1)
Precommunicative Stage
212(2)
Semiphonetic (or Early Letter Name) Stage
214(2)
Phonetic (or Middle/Late Letter Name) Stage
216(1)
Within Word (Transitional Speller) Stage
217(2)
Syllable Juncture Stage
219(1)
Derivational Constancy Stage
219(1)
The Writing Process
220(1)
Writing Strategies
221(1)
Instructional Approaches
222(7)
Fostering Acquisition of Spelling
222(1)
Word Study
222(1)
Memorization Strategies
223(1)
Structural Analysis
223(1)
Fostering Acquisition and Self-regulation of Writing Strategies
224(1)
Strategies that Help Students Plan
225(1)
Strategies for Brainstorming
225(1)
Strategies for Drafting
225(1)
Strategies that Help Students Pay Attention and Problem Solve
226(1)
Strategies for Revising
226(1)
Strategies for Editing
227(1)
Strategies that Help Students Present Information
228(1)
14 Supporting All Students in Writing and Spelling
229(16)
Students Who Struggle with Writing and Spelling
229(3)
Challenges Stemming from English Language Development
229(1)
Challenges Stemming from Disability
230(2)
Assessment of Student Spelling Skills
232(3)
Observation/Authentic Assessment
233(1)
Teacher-made Spelling Tests
233(1)
Informal Spelling Inventories
233(2)
Instructional Supports for Struggling Spellers
235(2)
Selection of Instructional Materials
235(1)
Considerations for Instruction
236(1)
Additional Learning Opportunities
236(1)
Specialized Instruction: Spelling
237(1)
Assessment of Student Writing Skills
237(2)
Observation/Authentic Assessment
238(1)
Teacher-made Tests of Writing Skills
239(1)
Instructional Supports for Struggling Writers
239(2)
Selection of Instructional Materials
239(1)
Considerations for Instruction
239(2)
Additional Learning Opportunities
241(1)
Specialized Instruction: Writing
241(2)
Section V Application Activities
243(1)
Show What You Know!
243(1)
Partner Activity/Discussion
243(1)
Learn More: Multimedia Activity
243(2)
Appendix A 245(1)
Appendix B 246(2)
Appendix C 248(3)
Appendix D 251(2)
Index 253
Sheri Berkeley is Associate Professor of Special Education at George Mason University.









Sharon Ray is Assistant Professor of Special Education at George Mason University.