Instructing Students Who Have Literacy Problems

by McCormick, Sandra

• ISBN13: 9780130941954
• ISBN10: 0130941956
• Edition: 4th
• Format: Hardcover
• Copyright: 2003-01-01
• Publisher: Prentice Hall

Summary

This is the definitive book for understanding the teacher's role in reading remediation. Here is balanced treatment of the two elements of reading: word recognition and comprehension. Here is balanced treatment of the two elements of remediation reading: assessment and intervention. And here is an interactive model of the remediation process based on fundamental research into how children and adults acquire literacy. The author blends theory and research with a wealth of practical suggestions for integrating reading, writing, and spelling into remedial reading programs that are practical, effective, and viable for all struggling readers, including special populations. Includes discussion of high-stakes/low-stakes testing, description of computer-administered tests, and numerous examples of current tests. Also covers the differences in various popular reading inventories. For professionals in the field of teaching.

Table of Contents

PART I FOUNDATIONS OF REMEDIAL AND CLINICAL READING INSTRUCTION	1	(66)
Basic Concepts and Definitions in Reading	2	(26)
Causes and Correlates of Individual Differences in Reading Ability: Part I	28	(20)
Causes and Correlates of Individual Differences in Reading Ability: Part II	48	(19)
PART II ASSESSMENT	67	(114)
Assessment for Identification of Reading Problems	68	(26)
Assessment for Verifying General Reading Levels	94	(22)
Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part I	116	(34)
Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part II	150	(31)
PART III INSTRUCTIONAL INTERVENTIONS	181	(234)
Important Principles of Remedial and Clinical Reading Instruction	182	(38)
Word Recognition	220	(36)
Word Identification	256	(44)
Knowledge of Word Meanings	300	(38)
Comprehension of Narrative Text	338	(38)
Comprehension of Expository Text	376	(39)
PART IV READING INSTRUCTION FOR SPECIAL POPULATIONS	415	(72)
The Severely Delayed Reader and the Nonreader	416	(38)
Other Learners with Special Needs	454	(33)
Appendix A Supplementary Test Bank: Intelligence Tests	487	(2)
Appendix B Outlines for Preparing Case Reports	489	(6)
Appendix C A Compilation of Test Banks From the Text	495	(7)
References	502	(19)
Index	521

Excerpts

The fourth edition ofInstructing Students Who Have Literacy Problems,like the previous editions, reflects the balanced outlook on literacy instruction now held by most reading educators. While acknowledging that the ultimate purpose of reading is to comprehend text, this current perspective also recognizes that adequate word recognition and word identification strategies are necessary precursors for understanding printed material. In the continuing tradition of this book, the present edition thoroughly treats both issues--word learning and comprehension--for students who have difficulties in learning to read. The balanced conception of reading programs is further exhibited in suggestions for integrating reading, writing, and spelling instruction to advance overall literacy attainment with low-achieving readers. This book is intended for upper level undergraduates and graduate students in courses on corrective, remedial, and/or clinical reading instruction. It also is suitable for use in courses focusing on instruction of individuals with learning disabilities because the educational dilemmas of those students center more frequently on reading problems than on any other academic area. Much that was popular with instructors and students in the previous editions has been retained, but much is new with this revision as well. Content and Organizational Changes for the Fourth Edition All four assessment chapters have been updated.The assessment unit in the previous edition, comprised of Chapters 4-7, included basic information on assessment as well as sections on the role of portfolios in remedial reading programs and learning disabilities programs, a delineation of ways to use listening comprehension to judge reading potential, descriptions of running records, discussions of tests of phonemic awareness, and a depiction of varied tests of metacognitive strategy use. All of this critical information has been retained. In addition, the following has been added in the present revised edition. A special feature now found in each of the four chapters isSTEPS: Administering Assessments in Your Own Classroom,which, in boxed material, lists for students "step by step" how to conduct various assessments. New topics have been introduced, such as discussions of high-stakes versus low-stakes testing, descriptions of computer-administered tests, and other timely information. In-depth descriptions of popular informal reading inventories (IRIS) have been provided in a unique section in Chapter 5. To complement the segment on spelling assessment, the complete word lists plus administration and interpretation directions for the Schlagel Qualitative Spelling Inventory have been added. All Test Banks have been revised to include only the latest available tests. New, current test examples are included. Many additional illustrative materials, including figures and tables, have been added to explicate information. Certain sections have been shortened to allow inclusion of new material and permit greater treatment of contemporary issues. The length of the assessment unit remains approximately the same as in the third edition. While the assessment chapters were particularly targeted for revision, there are additions and revisions throughout the other chapters as well. Some of these include: In every chapter, new visuals have been added to clarify, inform, extend, illustrate, summarize, generate interest, and provide actual materials teachers can use. New topics are treated.A sampling of these across chapters include descriptions of new early-intervention programs, plus research reports of early intervention results in general; a description in vignette form of a model America Reads program; new data on outcomes of inclusion programs; discussions of causation issue