Reading Problems Assessment and Teaching Strategies

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  • Edition: 7th
  • Format: Hardcover
  • Copyright: 2013-08-12
  • Publisher: Pearson

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In this well-respected text, multiple approaches to teaching students with reading problems are presented with practical strategies, extensive descriptions of tests, and its own IRI. A comprehensive survey of teaching strategies, formal and informal assessment, theory, and research, Reading Problems by Jennings, Lerner, and Caldwell combines invaluable information from the field of reading with allied fields such as special education, bilingual education, medical science, and policy studies. The new Seventh Edition encourages the collaboration of general education teachers and reading teachers; offers strategies for ELL students; discusses both formal and informal assessment; emphasizes early literacy for young children; covers both reading and writing; includes information on specific reading skills, word recognition, phonics, fluency, vocabulary, and comprehension; updates on Special Education legislation; discusses the impact of the Common Core State Standards on literacy instruction and assessment.

Author Biography

Joyce Jennings is Chair of the Department of Literacy Education at Northeastern Illinois University. She is a Professor of Literacy Education, teaching primarily in the areas of diagnosis and instructional leadership. She has directed several consulting projects with school districts in the areas of literacy instruction and leadership and is active in local professional organizations.


Janet W. Lerner is professor emerita at Northeastern Illinois University, where she served as professor and chairperson of the Department of Special Education. She received the J.E. Wallace Wallin Special Education Lifetime Achievement Award from the Council of Exceptional Children. She was awarded the Romain P. Mackie Award from the Pioneers Division of CEC. Dr. Lerner served as a general education teacher, a special education teacher, and a reading specialist at the elementary, middle school, and high school levels. Dr. Lerner has authored and coauthored numerous journal articles and books: Learning Disabilities and Related Mild Disabilities (2012, Wadsworth Cengage Learning) and Young Children with Special Needs (2006, Allyn and Bacon). Dr. Lerner is currently an adjunct professor in the P.A.C.E. program at National Louis University.


JoAnne Schudt Caldwell is professor emerita at Cardinal Stritch University in Milwaukee, Wisconsin. She is the author or coauthor of seven titles including The Qualitative Reading Inventory-5 and Intervention Strategies to Follow Informal Reading Inventory Assessment. She has received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award and an Achievement Award from Marquette University School of Education.

Table of Contents

Preface xviii

1 Overview of Reading and Reading Problems 1

2 Factors Associated With Reading Problems 18

3 Gathering Data to Develop Students’ Literacy Profiles 41

4 Norm-Referenced and Criterion-Referenced Assessments 62

5 Administering an Informal Reading Inventory 93

6 Providing Instruction and Intervention Strategies 127

7 Early Literacy 149

8 Improving Word Knowledge: Word Recognition 174

9 Improving Word Knowledge: Fluency 200

10 Vocabulary Development and Listening Comprehension 226

11 Comprehension of Narrative Text 262

12 Comprehension of Informational Text 298

13 Integrating Reading and Writing 329

14 Literacy Instruction for Diverse Learners: English Language Learners, Literacy in a Culturally Diverse Society, Parents and                    Families, Adolescents and Adults With Reading Problems 368

15 Literacy Instruction for Students With Special Needs 382

16 Literacy Support as a Collaborative Process 400

References 422
Appendix A 424
Appendix B 447
Test Index 462
Name Index 464
Subject Index 471
Photo Credits 487

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