Assessing and correcting reading and writing difficulties / Thomas G. Gunning, Professor Emeritus, Southern Connecticut State University, Adjunct Professor, Central Connecticut State University
- Author:
- Gunning, Thomas G.
- Published:
- Boston : Pearson, [2014]
- Edition:
- Fifth edition.
- Physical Description:
- xiii, 634 pages : illustrations ; 27 cm
- Contents:
- Machine generated contents note: 1.Introduction to Literacy Difficulties -- Using What You Know -- Anticipation Guide -- Reading Difficulty Defined -- Incidence of Reading Problems -- Persistence of Severe Problems -- English Language Learners as Struggling Readers -- The Nature of Intervention and Corrective Instruction -- Principles of Intervention and Corrective Instruction -- Impact of the Elementary and Secondary Act and IDEIA -- The Whys of Reading Problems -- Summary -- Application Activities -- 2.Factors Involved in Reading and Writing Difficulties -- Using What You Know -- Anticipation Guide -- Interacting Factors in Reading and Writing Difficulty -- Cognitive Factors -- Visual Processing Deficits -- Language Factors -- Social and Emotional Factors -- Physical Causes -- Educational Factors -- Social and Cultural Factors -- Family Factors -- Economic Factors -- Summary -- Application Activities -- 3.Overview of Assessment -- Using What You Know -- Anticipation Guide -- Principles of Effective Assessment -- Dynamic Assessment -- Assessment Categories -- Assessment Instruments -- Tests -- Evaluating Assessment Devices -- Functional-Level Assessment -- High-Stakes Tests -- Assessing English Language Learners -- Reporting to Parents -- Summary -- Application Activities -- 4.Placing Students and Monitoring Progress -- Using What You Know -- Anticipation Guide -- The Informal Reading Inventory -- Miscue Analysis -- Running Records -- Planning Instruction Based on IRI, Miscue Analysis, or Running Record Results -- Comparing IRI, Miscue Analysis, and Running Records -- IRI-Based Tests -- Screening, Monitoring Progress, and Benchmarking -- Mini-Case Study -- Summary -- Application Activities -- 5.Assessment of Reading and Writing Processes -- Using What You Know -- Anticipation Guide -- Reading Processes: Decoding -- Reading Processes: Comprehension -- Assessing Study Skills -- Assessing Vocabulary Knowledge -- Assessing Writing -- Spelling -- Handwriting -- Summary -- Application Activities -- 6.Assessment of Cognitive, School, and Home Factors -- Using What You Know -- Anticipation Guide -- Assessment of Capacity -- Role of Intelligence Tests -- Tests of Listening -- Tests of Language -- Assessment of Memory -- Associative Word Learning -- Word Finding -- Assessing the Instructional Situation -- Case History -- Students' Views -- Reading Expectancy -- Summarizing the Data -- Making Recommendations -- Professional Reports -- Assessment: An Ongoing Process -- A Multidisciplinary Approach -- Mini-Case Study -- Summary -- Application Activities -- 7.Emergent Literacy and Prevention Programs -- Using What You Know -- Anticipation Guide -- Emergent Literacy and Prevention Programs -- Developing Literacy Concepts -- Students' Writing -- Phonological Processes and Reading -- Letter Knowledge -- Mini-Case Study -- Summary -- Application Activities -- 8.Teaching Phonics, High-Frequency Words, and Fluency -- Using What You Know -- Anticipation Guide -- Phonics and the Poor Reader -- How Words Are Read -- Phases in Learning to Read Words -- Types of Word-Recognition Difficulty -- Principles of Teaching Phonics -- The Content of Phonics: Consonants -- Approaches to Teaching Consonants -- Other Consonant Elements -- Sequence of Teaching Consonants -- Reinforcement Activities for Consonant Correspondences -- Using a Multisensory Approach to Learn Letter Names and Letter Sounds -- The Content of Phonics: Vowels -- The Role of Dialect in Teaching Phonics -- Sequence for Teaching Vowels -- Application through Reading -- Additional Reinforcement for Vowel Patterns -- Technology -- Word-Analysis Strategies -- Using Prompts to Foster the Use of Balanced Decoding Strategies -- Mini-Case Study -- Scope and Sequence of Analogy Words and Patterns -- Phonics Progress Monitoring -- Mini-Case Study -- A Means to an End -- High-Frequency Words -- Direct Teaching Approach for High-Frequency Words -- Indirect Teaching Techniques for High-Frequency Words -- Additional Practice Activities for High-Frequency Words -- Fostering Fluency -- Affirming Efforts -- Mini-Case Study -- Summary -- Application Activities -- 9.Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies -- Using What You Know -- Anticipation Guide -- Syllabic Analysis -- Approaches to Teaching Syllabic Analysis -- Morphemic Analysis -- Teaching Morphemic Elements -- Contextual Analysis -- Using the Dictionary -- Balanced Use of Strategies -- Using Think-Alouds -- Mini-Case Study -- Summary -- Application Activities -- 10.Building Vocabulary -- Using What You Know -- Anticipation Guide -- Low-Achieving Readers and Vocabulary -- Stages of Word Learning -- Word Knowledge and Comprehension -- Incidental versus Systematic Instruction -- Principles of Vocabulary Instruction -- Techniques for Teaching Words -- Teaching Vocabulary to English Language Learners -- A Full Program of Vocabulary Development -- Mini-Case Study -- Summary -- Application Activities -- 11.Building Comprehension -- Using What You Know -- Anticipation Guide -- Reading Complex Text -- Theories of Comprehension -- Causes of Comprehension Difficulty -- Approaches to Teaching Comprehension -- Comprehension Strategies -- Implementing Strategies -- Importance of Using Appropriate Materials -- Beyond Strategies -- Approaches to Teaching Strategies -- Collaborative Strategy Instruction: An Exemplary Program -- Importance of Prior Knowledge -- The Role of Reasoning -- Accountable Talk -- Questions -- Lesson Plans That Foster Comprehension -- Other Techniques for Building Comprehension -- Developmental Retelling -- Sentence-Level Comprehension -- Mini-Case Study -- Summary -- Application Activities -- 12.Reading to Learn and Remember in the Content Areas -- Using What You Know -- Anticipation Guide -- The Challenge of Content-Area Texts -- Content Enhancement -- Framework for Teaching Content-Area Reading -- Text Structure -- Instructional Techniques for Fostering Learning from Text -- Outstanding Collaborative Approaches -- Developing the Ability to Read Complex Text -- Content Knowledge -- Textbooks in the Content Areas -- Teaching Literature -- Sheltered English -- Reading to Learn and Remember -- Aids to Studying -- Study Habits -- Preparing for Tests -- Motivating Students to Put Forth Needed Effort -- Mini-Case Study -- Summary -- Application Activities -- 13.Building Writing Strategies -- Using What You Know -- Anticipation Guide -- Extent of Writing Problems -- The Changing Nature of the Writing Process -- Composing Explanatory/Informational and Persuasive Texts -- Guided Writing -- Strategic Writing Instruction -- Writing Workshop -- Writing Programs for Low-Achieving Readers and Writers -- Motivating Reluctant Writers -- Writing Instruction for English Language Learners -- Preparing for Assessment Prompts -- The Need for a Balanced Program -- Spelling -- Handwriting -- Mini-Case Study -- Summary -- Application Activities -- 14.Tier II and III Programs for Students of All Ages -- Using What You Know -- Anticipation Guide -- Approaches to Intervention -- Early Intervention Programs -- The Need for Specialized Techniques -- VAKT Tracing Technique -- Other Orton-Based Approaches -- Adapted Word Building -- A Total Program -- Working with English Language Learners -- Mini-Case Study -- Summary -- Application Activities -- 15.Organization of Intervention and Corrective Programs -- Using What You Know -- Anticipation Guide -- The Changing Face of Intervention -- Components of an Intervention Program -- Professional Development -- Tutors -- Materials -- Voluntary Reading -- Technology for the Reading/Writing Program -- Teacher Tools -- Evaluation -- Summary -- Application Activities.
- Subject(s):
- ISBN:
- 9780132838108
0132838109 - Bibliography Note:
- Includes bibliographical references (pages 597-624) and index.
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