Preventing and Remediating Reading Difficulties : Bringing Science to Scale

by Foorman, Barbara R.

• ISBN13: 9780912752754
• ISBN10: 0912752750
• Format: Paperback
• Copyright: 2003-07-01
• Publisher: Pro Ed

Table of Contents

Acknowledgments	iii
Dedication	iv
Introduction	vii
Contributors	xxi
Section I Early Learning and Development of Reading Related Skills
Early Development and Plasticity of Neurophysiological Processes Involved in Reading
Andrew C. Papanicolaou, Panagiotis G. Sinlos, Jack M. Fletcher, David J. Francis, Barbara Foorman, Eduardo M. Castillo, and Shirin Sarkari	3	(20)
Development and Promotion of Emergent Literacy Skills in Children At-Risk of Reading Difficulties
Christopher J. Lanigan	23	(28)
How to Assess Reading-Related Phonological Abilities
Richard K. Wagner, Andrea E. Muse, Tamara L. Stein, Kelly C. Cukrowicz, Erin R. Harrell, Carol A. Rashotte, and Corine S. Samwel	51	(22)
Section II Identifying Sources of Risk for Reading Difficulties
Toward Distinguishing Between Cognitive and Experiential Deficits as Primary Sources of Difficulty in Learning to Read: A Two Year Follow-up of Difficult to Remediate and Readily Remediated Poor Readers
Frank R. Vellutino, Donna M. Scanlan, and James Jascard	73	(48)
Preventing Negative Matthews Effects in At-Risk Readers: A Retrospective Study
William E. Tunmer, James W. Chapman, and Jane E. Prochnow	121	(44)
Risk Factors in Learning to Read
Tom Nicholson	165	(32)
Section III Early Reading Interventions
Accelerating Growth and Maintaining Proficiency: A Two-Year Intervention Study of Kindergarten and First-Grade Children At-Risk for Reading Difficulties
Deborah C. Simmons, Edward J. Kame'enui, Mike Stoolmiller, Michael D. Coyne, and Beth Harn	197	(32)
Intervention for Struggling Readers: Possibilities and Challenges
Carolyn A. Denton and Patricia G. Mathes	229	(24)
Early Reading Intervention: A Classroom Prevention Study and a Remediation Study
Benita A. Blaclirnan, Christopher Schatsclineider, Jack M. Fletcher, and Sheila M. Clonan	253	(22)
Section IV Instructional Conditions Necessary for Remediating Reading Difficulties in Older Children
Progress Toward Understanding the Instructional Conditions Necessary for Remediating Reading Difficulties in Older Children
Joseph Torcesen, Carol Rashotte, Ann Alexander, Jane Alexander, acid Kay MacPhee	275	(24)
Group Size and Time allotted to Intervention: Effects for Students with Reading Difficulties
Sharon Vaughn and Sylvia Linan-Thompson	299	(26)
Can Diagnostic Reading Assessment Enhance General Educators' Instructional Differentiation and Student Learning?
Lynn S. Fuchs and Douglas Fuchs	325	(30)
Section V Remediating Oral and Written Language Understanding
Working for Time: Reflections on Naming Speed, Reading Fluency, and Intervention
Maryanne Wolf, Beth O'Brien, Katherine Donnelly Adams, Terry Joffe, Julie Jeffrey, Maureen Lovett, and Robin Morris	355	(26)
Effective Treatment for Children with Dyslexia in Grades 4-6: Behavioral and Brain Evidence
Virginia W. Berninger, William E. Nagy, Joanne Carlisle, Jennifer Thomson, Diana Hoffer, Sylvia Abbott, Robert Abbott, Todd Richards, and Elizabeth Aylward	381	(38)
A Vocabulary Enrichment Program for Third and Fourth Grade African-American Students: Description, Implementation and Impact
Barbara R. Foorman, Latrice M. Seals, Jason Anthony, and Sharolyn Pollard-Durodola	419	(26)
Section VI CODA
Scaling Reading Interventions
Carolyn A. Denton and Jack M.. Fletcher	445	(20)
Index	465