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Sandra McCormick, Professor Emerita, The Ohio State University, is the author of five previous editions of this popular text; the graduate-level textbook, Remedial and Clinical Reading Instruction (Merrill); and numerous articles on delayed readers published in Reading Research Quarterly, The Reading Teacher, Journal of Learning Disabilities, Language Arts, and other journals. Dr. McCormick has served on the Board of Directors of the International Reading Association and was coeditor, with Jerry Zutell, of the National Reading Conference Yearbook.
Jerry Zutell is a Professor Emeritus and former Director of the Reading Clinic at The Ohio State University. He is a noted researcher and writer about oral reading fluency, spelling development, and related instructional practices. He is the developer of the Directed Thinking Spelling Activity (DSTA), an innovative student-active cycle of word study instruction. Dr. Zutell is a senior author of Spell It –Write! (Zaner-Bloser, 1998), is the author of the vocabulary series, Word Wisdom (Zaner-Bloser, 2005). and is coauthor, with Timothy Rasinski, of Essential Strategies for Word Study: Effective Methods for Improving Decoding, Spelling, and Vocabulary (Scholastic, 2010).
Table of Contents
Part 1: Foundations of Remedial and Clinical Reading Instruction
Chapter 1: Basic Concepts and Definitions in Reading
Chapter 2: Causes and Correlates of Individual Differences in Reading
Part 2: Assessment
Chapter 3: Assessment for Identification of Reading Problems
Chapter 4: Assessment for Verifying General Reading Levels
Chapter 5 Assessment for Identifying Specific Strengths and Weaknesses Part 1
Chapter 6: Assessment for Identifying Specific Strengths and Weaknesses Part 2
Part 3: Instructional Interventions
Chapter 7: Important Principles of Instruction for Delayed Readers
Chapter 8: Word Recognition and Fluency
Chapter 9: Word Identification
Chapter 10: Knowledge of Word Meanings
Chapter 11: Comprehension of Narrative Text
Chapter 12: Comprehension of Informational Text
Part 4: Reading Instruction for Special Populations
Chapter 13: The Severely Delayed Reader and the Nonreader
Chapter 14: English-Language Learners and Other Learners with Special Needs