Theory into Practice | p. 1 |
1Perspectives on Reading and Writing Ability | p. 3 |
Understanding Reading and Writing | p. 4 |
Historical Perspectives on Reading and Writing | p. 4 |
Cognitive Information-Processing Perspectives on Reading and Writing | p. 5 |
Social Perspectives on Reading and Writing | p. 7 |
An Interactive Perspective on Reading and Writing | p. 9 |
Understanding the Legal and Political Aspects of Reading and Writing | p. 11 |
Educational Reform, Reading, and Literacy | p. 11 |
Legal and Social Roots of Special Education | p. 13 |
Special Education Identification | p. 15 |
Students with Disabilities | p. 16 |
Implications for Practice | p. 18 |
Integration Inclusion | p. 20 |
Chapter Summary | p. 21 |
2An Interactive View of Reading and Writing | p. 23 |
Understanding the Elements of Skilled Performance | p. 23 |
Comprehension | p. 25 |
Composition | p. 26 |
Vocabulary Development | p. 27 |
Word Identification and Spelling | p. 28 |
Rate and Fluency | p. 33 |
Grammar, Usage, and the Mechanics of Writing | p. 34 |
Understanding Contextual Factors That Influence Performance | p. 36 |
Settings | p. 36 |
Instructional Practices | p. 37 |
Instructional Resources | p. 39 |
Assessment Practice | p. 41 |
Understanding Learner Factors That Influence Performance | p. 42 |
Prior Content Knowledge | p. 42 |
Knowledge about Reading and Writing | p. 44 |
Attitudes and Motivation | p. 47 |
Correlates of Reading and Writing Performance | p. 49 |
Chapter Summary | p. 54 |
3Readingand Writing Disability and the Assessment-Instruction Process | p. 56 |
Steps in the Assessment-Instruction Process | p. 56 |
Understanding an Interactive View of Reading and Writing Ability and Disability | p. 56 |
A Theoretically Sound View of Ability and Disability | p. 57 |
An Instructionally Significant View of Ability and Disability | p. 58 |
Understanding the Assessment-Instruction Process | p. 59 |
Implementing the Assessment-Instruction Process | p. 60 |
Steps in the Assessment-Instruction Process | p. 63 |
Chapter Summary | p. 75 |
Getting Started and Evaluating the Context | p. 77 |
4Getting Started with Assessment | p. 79 |
Understanding Assessment | p. 79 |
Contexts for Assessment | p. 79 |
Guidelines for Assessment | p. 81 |
The Diagnostic Portfolio and the Thumbnail Sketch | p. 84 |
Sources of Information | p. 86 |
Tools and Strategies for Getting Started | p. 91 |
Interviews | p. 91 |
Observation | p. 105 |
Work Samples | p. 112 |
Getting Started on the Diagnostic Portfolio | p. 113 |
The Cases of Tha'm and Kyle | p. 113 |
Chapter Summary | p. 120 |
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