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Assessing and Correcting Reading and Writing Difficulties

ISBN: 9780205332557 | 0205332552
Edition: 2nd
Format: Hardcover
Publisher: Allyn & Bacon
Pub. Date: 1/1/2002

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SummaryTable of Contents
This text provides numerous examples and thorough coverage of procedures for assessing and instructing struggling readers of all ages. In keeping with current theory, the text emphasizes prevention and early intervention. It is based on the premise that student performance is variable and that assessment and instruction are planned and modified to meet the varied needs and levels of students. Gunning does not subscribe to a medical model that emphasizes deficiencies, but rather focuses on what students can do. This text calls for inclusion, not exclusion, but recognizes that struggling learners need expert, carefully planned assessment and instruction. Assessment coverage includes a grounding in basic concepts of tests and measurement. While formal, standardized measures are described, emphasis is placed upon informal but highly regarded techniques such as the informal reading inventory, miscue analysis, running records, observation, think-alouds, holistic scoring of writing, and portfolio assessment. In addition to chapters devoted specifically to assessment, ways to connect assessment and instruction are mentioned throughout the text. Coverage of instructional techniques is thorough and practical. Nine chapters are devoted to instructional techniques.
Prefacexiii
Introduction to Literacy Difficulties
1(24)
Using What You Know
1(1)
... MORE
Anticipation Guide
1(1)
Reading Difficulty Defined
2(4)
Incidence of Reading Problems
6(1)
Persistence of Severe Problems
7(1)
The Problem With Using Labels
7(2)
The Nature of Corrective Instruction
9(1)
Stages of Reading Development
10(2)
A Systems Approach
12(1)
Interlocking Aspects of Reading
13(1)
Principles of Corrective Instruction
14(5)
Sources of Help for Low-Achieving Readers
19(2)
The Role of Standards
21(1)
The Whys of Reading Problems
22(1)
Summary
23(1)
Application Activities
23(2)
Factors Involved in Reading and Writing Difficulty
25(38)
Using What You Know
25(1)
Anticipation Guide
25(1)
Interacting Factors in Reading and Writing Difficulty
26(1)
Cognitive Factors
27(7)
Visual Processing Deficits
34(4)
Language Factors
38(6)
Orthographic Processing
44(1)
Social and Emotional Factors
45(4)
Physical Causes
49(8)
Educational Factors
57(1)
Social and Cultural Factors
58(1)
Family Factors
59(1)
Economic Factors
60(1)
Summary
61(1)
Application Activities
62(1)
Overview of Assessment
63(20)
Using What you Know
63(1)
Anticipation Guide
63(1)
Principles of Effective Assessment
63(2)
Dynamic Assessment
65(4)
Authentic Assessment
69(1)
Tests
70(5)
Evaluating Assessment Devices
75(4)
Functional-Level Assessment
79(1)
High-Stakes Tests
80(1)
Reporting to Parents
81(1)
Summary
81(1)
Application Activities
82(1)
Placing Students: The Informal Reading Inventory and Related Measures
83(34)
Using What You Know
83(1)
Anticipation Guide
83(1)
The Informal Reading Inventory
84(20)
Miscue Analysis
104(2)
Running Records
106(5)
Planning Instruction Based on IRI, Miscue Analysis, or Running Records Results
111(1)
Comparing IRI, Miscue Analysis, and Running Records
111(2)
IRI-Based Tests
113(2)
Minicase Study
115(1)
Summary
116(1)
Application Activities
116(1)
Assessment of Reading and Writing Processes
117(33)
Using What You Know
117(1)
Anticipation Guide
117(1)
Reading Processes: Decoding
118(2)
Reading Processes: Comprehension
120(8)
Assessing Study Skills
128(1)
Assessing Vocabulary Knowledge
128(2)
Assessing Writing
130(9)
Spelling
139(9)
Handwriting
148(1)
Summary
149(1)
Application Activities
149(1)
Assessment of Cognitive, School, and Home Factors
150(28)
Using What You Know
150(1)
Anticipation Guide
150(1)
Assessment of Capacity
151(2)
Role of Intelligence Tests
153(4)
Tests of Listening
157(1)
Tests of Language
158(1)
Assessment of Memory
158(1)
Associative Word Learning
159(1)
Word Finding
160(1)
Assessing the Instructional Situation
161(1)
Case History
162(5)
Students' Views
167(1)
Reading Expectancy
168(1)
Summarizing the Data
169(1)
Making Recommendations
169(3)
Professional Reports
172(3)
Assessment: An Ongoing Process
175(1)
A Multidisciplinary Approach
175(1)
Minicase Study
176(1)
Summary
176(1)
Application Activities
177(1)
Emergent Literacy and Early Intervention Programs
178(46)
Using What You Know
178(1)
Anticipation Guide
178(1)
Changing Concepts of Emergent Literacy and Intervention
179(8)
Developing Literacy Concepts
187(1)
Students' Writing
188(4)
Phonological Processes and Reading
192(16)
Letter Knowledge
208(2)
Early Intervention Programs
210(10)
Assessment Systems
220(1)
Minicase Study
221(1)
Summary
222(1)
Application Activities
223(1)
Teaching Phonics, High-Frequency Words, and Fluency
224(75)
Using What You Know
224(1)
Anticipation Guide
224(1)
Phonics and the Poor Reader
225(3)
Stages in Learning to Read Words
228(2)
Principles of Teaching Phonics
230(1)
The Content of Phonics: Consonants
231(1)
Approaches to Teaching Consonants
232(1)
Other Consonant Elements
233(4)
Sequence of Teaching Consonants
237(1)
Reinforcement Activities for Consonant Correspondences
238(4)
Using A Multisensory Approach to Learn Letter Names and Letter Sounds
242(1)
The Content of Phonics: Vowels
243(3)
Approaches to Teaching Vowels
246(8)
The Role of Dialect in Teaching Phonics
254(1)
Sequence for Teaching Vowels
255(1)
Application Through Reading
255(1)
Additional Reinforcement for Vowel Patterns
256(11)
Internet
267(1)
Word-Analysis Strategies
267(6)
Using Prompts to Foster the Use of Balanced Decoding Strategies
273(4)
Scope and Sequence of Analogy Words and Patterns
277(1)
A Means to an End
277(1)
High-Frequency Words
278(2)
Direct Teaching Approach for High-Frequency Words
280(3)
Indirect Teaching Techniques for High-Frequency Words
283(5)
Building Fluency with High-Frequency Words
288(6)
Additional Practice Activities for High-Frequency Words
294(1)
Affirming Efforts
295(1)
Minicase Study
296(1)
Summary
296(1)
Application Activities
297(2)
Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
299(31)
Using What You Know
299(1)
Anticipation Guide
299(1)
Syllabic Analysis
300(1)
Approaches to Teaching Syllabic Analysis
301(10)
Morphemic Analysis
311(1)
Teaching Morphemic Elements
312(6)
Software for Morphemic Analysis
318(1)
Contextual Analysis
318(6)
Using the Dictionary
324(3)
Balanced Use of Strategies
327(1)
Using Think-Alouds
327(1)
Minicase Study
328(1)
Summary
328(1)
Application Activities
329(1)
Building Vocabulary
330(23)
Using What You Know
330(1)
Anticipation Guide
330(1)
Low-Achieving Readers and Vocabulary
330(2)
Stages of Word Learning
332(1)
Word Knowledge and Comprehension
333(2)
Incidental Versus Systematic Instruction
335(1)
Principles of Vocabulary Instruction
335(3)
Techniques for Teaching Words
338(11)
Techniques for Remembering Words
349(1)
A Full Program of Vocabulary Development
350(1)
Minicase Study
351(1)
Summary
352(1)
Application Activities
352(1)
Building Comprehension
353(44)
Using What You Know
353(1)
Anticipation Guide
353(1)
Theories of Comprehension
353(3)
Causes of Comprehension Difficulty
356(3)
Comprehension Strategies
359(18)
Importance of Using Appropriate Materials
377(1)
Beyond Strategies
378(1)
Approaches to Teaching Strategies
379(1)
Collaborative Strategy Instruction
379(2)
Questions
381(4)
Lesson Plans That Foster Comprehension
385(5)
Other Techniques for Building Comprehension
390(3)
Sentence-Level Comprehension
393(1)
Using A Variety of Teaching Techniques
394(1)
Minicase Study
394(1)
Summary
395(1)
Application Activities
396(1)
Reading to Learn and Remember in the Content Areas
397(61)
Using What You Know
397(1)
Anticipation Guide
397(1)
The Quiet Crisis
398(1)
Remembering and Learning
399(1)
Framework for Teaching Content-Area Reading
399(2)
Text Structure
401(11)
Instructional Techniques for Fostering Learning From Text
412(14)
Outstanding Collaborative Approaches
426(7)
Content Knowledge
433(1)
Textbooks in the Content Areas
434(3)
Teaching Literature
437(4)
Reading to Learn and Remember
441(1)
Aids to Studying
442(2)
Organizational Study Strategies
444(7)
Study Habits
451(2)
Preparing for Tests
453(2)
A Balanced Program
455(1)
Minicase Study
455(1)
Summary
456(1)
Application Activities
457(1)
Building Writing Strategies
458(38)
Using What you Know
458(1)
Anticipation Guide
458(1)
Extent of Writing Problems
458(10)
Guided Writing
468(1)
Strategic Writing Instruction
469(2)
Writing Workshop
471(1)
The Role of Rubrics
472(1)
Writing Programs for Low Achieving Readers and Writers
473(10)
Motivating Reluctant Writers
483(1)
The Need for a Balanced Program
484(1)
Spelling
485(8)
Handwriting
493(1)
Minicase Study
494(1)
Summary
494(1)
Application Activities
495(1)
Severe Problem Cases, Students Acquiring English, and Older Students
496(26)
Using What you Know
496(1)
Anticipation Guide
497(1)
The Need for Specialized Techniques
497(1)
Vakt Tracing Technique
497(9)
Orton--Gillingham Approach
506(2)
Other Orton-Based Approaches
508(1)
Adapted Word Building
508(2)
A Total Program
510(1)
Working with Older Problem Readers: Teens and Adults
510(3)
Working with Bilingual Learners
513(7)
Minicase Study
520(1)
Summary
520(1)
Application Activities
521(1)
Organization of Early Interyention and Corrective Programs
522(28)
Using What you Know
522(1)
Anticipation Guide
522(1)
The Changing Face of Remediation
523(2)
Components of a Corrective Program
525(10)
Working with the Administration
535(1)
Professional Development
535(1)
Volunteer Tutors
536(1)
Materials
536(6)
Sources of Information About the Readability of Books
542(1)
Sources of High-Interest/Low-Readability Materials
542(1)
Voluntary Reading
543(1)
Technology for the Reading/Writing Program
544(1)
Teacher Tools
545(1)
Evaluation
546(2)
Summary
548(1)
Application Activities
549(1)
Appendix A Informal Assessment Measures550(9)
Appendix B High-Interest, Low-Readability Books559(15)
Appendix C Sample Assessment Report574(9)
Appendix D The Primary Readability Formula583(7)
References590(24)
Index614

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