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Assessing and Correcting Reading and Writing Difficulties

ISBN: 9780205443260 | 0205443265
Edition: 3rd
Format: Hardcover
Publisher: Allyn & Bacon
Pub. Date: 1/1/2006

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SummaryTable of Contents
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Prefacexiii
CHAPTER ONE Introduction to Literacy Difficulties1(24)
USING WHAT YOU KNOW
1(1)
ANTICIPATION GUIDE
1(1)
READING DIFFICULTY DEFINED
2(3)
INCIDENCE OF READING PROBLEMS
5(1)
PERSISTENCE OF SEVERE PROBLEMS
6(1)
ENGLISH LANGUAGE LEARNERS AS STRUGGLING READERS
7(1)
THE PROBLEM WITH USING LABELS
7(1)
THE NATURE OF CORRECTIVE INSTRUCTION
8(2)
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(2)
THE WHYS OF READING PROBLEMS
23(1)
SUMMARY
23(1)
APPLICATION ACTIVITIES
24(1)
CHAPTER TWO Factors Involved in Reading and Writing Difficulties25(36)
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(3)
LANGUAGE FACTORS
37(5)
ORTHOGRAPHIC PROCESSING
42(2)
SOCIAL AND EMOTIONAL FACTORS
44(4)
PHYSICAL CAUSES
48(7)
EDUCATIONAL FACTORS
55(2)
SOCIAL AND CULTURAL FACTORS
57(1)
FAMILY FACTORS
58(1)
ECONOMIC FACTORS
58(1)
SUMMARY
59(1)
APPLICATION ACTIVITIES
60(1)
CHAPTER THREE Overview of Assessment61(21)
USING WHAT YOU KNOW
61(1)
ANTICIPATION GUIDE
61(1)
PRINCIPLES OF EFFECTIVE ASSESSMENT
61(2)
DYNAMIC ASSESSMENT
63(4)
ASSESSMENT CATEGORIES
67(1)
AUTHENTIC ASSESSMENT
68(1)
TESTS
68(8)
EVALUATING ASSESSMENT DEVICES
76(2)
FUNCTIONAL-LEVEL ASSESSMENT
78(1)
HIGH-STAKES TESTS
79(1)
REPORTING TO PARENTS
80(1)
SUMMARY
80(1)
APPLICATION ACTIVITIES
81(1)
CHAPTER FOUR Placing Students and Monitoring Progress82(37)
USING WHAT YOU KNOW
82(1)
ANTICIPATION GUIDE
82(1)
THE INFORMAL READING INVENTORY
83(20)
MISCUE ANALYSIS
103(3)
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(1)
IRI-BASED TESTS
112(2)
MONITORING PROGRESS
114(3)
MINICASE STUDY
117(1)
SUMMARY
117(1)
APPLICATION ACTIVITIES
118(1)
CHAPTER FIVE Assessment of Reading and Writing Processes119(33)
USING WHAT YOU KNOW
119(1)
ANTICIPATION GUIDE
119(1)
READING PROCESSES: DECODING
120(1)
READING PROCESSES: COMPREHENSION
121(9)
ASSESSING STUDY SKILLS
130(1)
ASSESSING VOCABULARY KNOWLEDGE
131(2)
ASSESSING WRITING
133(8)
SPELLING
141(9)
HANDWRITING
150(1)
SUMMARY
151(1)
APPLICATION ACTIVITIES
151(1)
CHAPTER SIX Assessment of Cognitive, School, and Home Factors152(28)
USING WHAT YOU KNOW
152(1)
ANTICIPATION GUIDE
152(1)
ASSESSMENT OF CAPACITY
153(2)
ROLE OF INTELLIGENCE TESTS
155(4)
TESTS OF LISTENING
159(1)
TESTS OF LANGUAGE
160(1)
ASSESSMENT OF MEMORY
160(1)
ASSOCIATIVE WORD LEARNING
161(1)
WORD FINDING
162(1)
ASSESSING THE INSTRUCTIONAL SITUATION
163(2)
CASE HISTORY
165(3)
STUDENTS' VIEWS
168(2)
READING EXPECTANCY
170(1)
SUMMARIZING THE DATA
171(2)
MAKING RECOMMENDATIONS
173(1)
PROFESSIONAL REPORTS
174(3)
ASSESSMENT: AN ONGOING PROCESS
177(1)
A MULTIDISCIPLINARY APPROACH
178(1)
MINICASE STUDY
178(1)
SUMMARY
179(1)
APPLICATION ACTIVITIES
179(1)
CHAPTER SEVEN Emergent Literacy and Early Intervention Programs180(43)
USING WHAT YOU KNOW
180(1)
ANTICIPATION GUIDE
180(1)
EMERGENT LITERACY AND INTERVENTION
181(5)
DEVELOPING LITERACY CONCEPTS
186(3)
STUDENTS' WRITING
189(4)
PHONOLOGICAL PROCESSES AND READING
193(16)
LETTER KNOWLEDGE
209(2)
EARLY INTERVENTION PROGRAMS
211(9)
ASSESSMENT SYSTEMS
220(1)
MINICASE STUDY
220(1)
SUMMARY
221(1)
APPLICATION ACTIVITIES
222(1)
CHAPTER EIGHT Teaching Phonics, High-Frequency Words, and Fluency223(81)
USING WHAT YOU KNOW
223(1)
ANTICIPATION GUIDE
223(1)
PHONICS AND THE POOR READER
224(3)
HOW WORDS ARE READ
227(1)
PHASES IN LEARNING TO READ WORDS
227(3)
TYPES OF WORD RECOGNITION DIFFICULTY
230(1)
PRINCIPLES OF TEACHING PHONICS
231(1)
THE CONTENT OF PHONICS: CONSONANTS
232(1)
APPROACHES TO TEACHING CONSONANTS
233(1)
OTHER CONSONANT ELEMENTS
234(5)
SEQUENCE OF TEACHING CONSONANTS
239(1)
REINFORCEMENT ACTIVITIES FOR CONSONANT CORRESPONDENCES
239(4)
USING A MULTISENSORY APPROACH TO LEARN LETTER NAMES AND LETTER SOUNDS
243(1)
THE CONTENT OF PHONICS: VOWELS
244(2)
APPROACHES TO TEACHING VOWELS
246(9)
THE ROLE OF PHONOLOGICAL PROCESSING
255(1)
THE ROLE OF DIALECT IN TEACHING PHONICS
256(1)
SEQUENCE FOR TEACHING VOWELS
256(1)
APPLICATION THROUGH READING
257(4)
ADDITIONAL REINFORCEMENT FOR VOWEL PATTERNS
261(7)
INTERNET
268(1)
WORD-ANALYSIS STRATEGIES
268(6)
USING PROMPTS TO FOSTER THE USE OF BALANCED DECODING STRATEGIES
274(4)
SCOPE AND SEQUENCE OF ANALOGY WORDS AND PATTERNS
278(1)
A MEANS TO AN END
278(1)
HIGH-FREQUENCY WORDS
278(5)
DIRECT TEACHING APPROACH FOR HIGH-FREQUENCY WORDS
283(1)
INDIRECT TEACHING TECHNIQUES FOR HIGH-FREQUENCY WORDS
284(6)
ADDITIONAL PRACTICE ACTIVITIES FOR HIGH-FREQUENCY WORDS
290(2)
FOSTERING FLUENCY
292(9)
AFFIRMING EFFORTS
301(1)
MINICASE STUDY
301(1)
SUMMARY
302(1)
APPLICATION ACTIVITIES
303(1)
CHAPTER NINE Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies304(31)
USING WHAT YOU KNOW
304(1)
ANTICIPATION GUIDE
304(1)
SYLLABIC ANALYSIS
305(1)
APPROACHES TO TEACHING SYLLABIC ANALYSIS
306(11)
MORPHEMIC ANALYSIS
317(1)
TEACHING MORPHEMIC ELEMENTS
318(5)
SOFTWARE FOR MORPHEMIC ANALYSIS
323(1)
CONTEXTUAL ANALYSIS
324(4)
USING THE DICTIONARY
328(3)
BALANCED USE OF STRATEGIES
331(1)
USING THINK-ALOUDS
332(1)
MINICASE STUDY
332(1)
SUMMARY
333(1)
APPLICATION ACTIVITIES
334(1)
CHAPTER TEN Building Vocabulary335(24)
USING WHAT YOU KNOW
335(1)
ANTICIPATION GUIDE
335(1)
LOW-ACHIEVING READERS AND VOCABULARY
335(1)
STAGES OF WORD LEARNING
336(2)
WORD KNOWLEDGE AND COMPREHENSION
338(1)
INCIDENTAL VERSUS SYSTEMATIC INSTRUCTION
339(1)
PRINCIPLES OF VOCABULARY INSTRUCTION
340(2)
TECHNIQUES FOR TEACHING WORDS
342(13)
TEACHING VOCABULARY TO ENGLISH LANGUAGE LEARNERS
355(1)
A FULL PROGRAM OF VOCABULARY DEVELOPMENT
356(1)
MINICASE STUDY
356(1)
SUMMARY
357(1)
APPLICATION ACTIVITIES
357(2)
CHAPTER ELEVEN Building Comprehension359(45)
USING WHAT YOU KNOW
359(1)
ANTICIPATION GUIDE
359(1)
THEORIES OF COMPREHENSION
359(3)
CAUSES OF COMPREHENSION DIFFICULTY
362(1)
CENTRAL ROLE OF METACOGNITION
362(1)
COMPREHENSION STRATEGIES
363(19)
IMPORTANCE OF USING APPROPRIATE MATERIALS
382(1)
BEYOND STRATEGIES
383(1)
APPROACHES TO TEACHING STRATEGIES
384(1)
COLLABORATIVE STRATEGY INSTRUCTION: AN EXEMPLARY PROGRAM
384(2)
THE ROLE OF REASONING
386(1)
ACCOUNTABLE TALK
386(1)
QUESTIONS
387(5)
LESSON PLANS THAT FOSTER COMPREHENSION
392(4)
KEEPING A VISUAL RUNNING SUMMARY
396(1)
OTHER TECHNIQUES FOR BUILDING COMPREHENSION
397(3)
SENTENCE-LEVEL COMPREHENSION
400(1)
USING A VARIETY OF TEACHING TECHNIQUES
400(1)
MINICASE STUDY
401(1)
SUMMARY
402(1)
APPLICATION ACTIVITIES
403(1)
CHAPTER TWELVE Reading to Learn and Remember in the Content Areas404(57)
USING WHAT YOU KNOW
404(1)
ANTICIPATION GUIDE
404(1)
THE QUIET CRISIS
405(1)
CONTENT ENHANCEMENT
406(1)
FRAMEWORK FOR TEACHING CONTENT-AREA READING
406(3)
TEXT STRUCTURE
409(11)
INSTRUCTIONAL TECHNIQUES FOR FOSTERING LEARNING FROM TEXT
420(15)
OUTSTANDING COLLABORATIVE APPROACHES
435(6)
CONTENT KNOWLEDGE
441(1)
TEXTBOOKS IN THE CONTENT AREAS
442(3)
TEACHING LITERATURE
445(4)
READING TO LEARN AND REMEMBER
449(1)
AIDS TO STUDYING
450(4)
STUDY HABITS
454(3)
PREPARING FOR TESTS
457(1)
MOTIVATING STUDENTS TO PUT FORTH NEEDED EFFORT
458(1)
MINICASE STUDY
458(1)
SUMMARY
459(1)
APPLICATION ACTIVITIES
460(1)
CHAPTER THIRTEEN Building Writing Strategies461(39)
USING WHAT YOU KNOW
461(1)
ANTICIPATION GUIDE
461(1)
EXTENT OF WRITING PROBLEMS
461(1)
THE CHANGING NATURE OF THE WRITING PROCESS
462(8)
GUIDED WRITING
470(1)
STRATEGIC WRITING INSTRUCTION
471(2)
WRITING WORKSHOP
473(1)
THE ROLE OF RUBRICS
474(1)
WRITING PROGRAMS FOR LOW-ACHIEVING READERS AND WRITERS
475(10)
USING WRITING TO CLOSE THE GAP
485(1)
MOTIVATING RELUCTANT WRITERS
485(2)
WRITING INSTRUCTION FOR ELL STUDENTS
487(1)
PREPARING FOR ASSESSMENT PROMPTS
487(1)
THE NEED FOR A BALANCED PROGRAM
488(1)
SPELLING
488(8)
HANDWRITING
496(1)
MINICASE STUDY
497(1)
SUMMARY
498(1)
APPLICATION ACTIVITIES
499(1)
CHAPTER FOURTEEN Severe Problem Cases, Students Acquiring English, and Older Students500(24)
USING WHAT YOU KNOW
500(1)
ANTICIPATION GUIDE
501(1)
THE NEED FOR SPECIALIZED TECHNIQUES
501(1)
VAKT TRACING TECHNIQUE
501(9)
ORTON-GILLINGHAM APPROACH
510(1)
OTHER ORTON-BASED APPROACHES
511(1)
ADAPTED WORD BUILDING
512(1)
A TOTAL PROGRAM
513(1)
WORKING WITH OLDER PROBLEM READERS: TEENS AND ADULTS
514(2)
WORKING WITH BILINGUAL LEARNERS
516(6)
MINICASE STUDY
522(1)
SUMMARY
522(1)
APPLICATION ACTIVITIES
523(1)
CHAPTER FIFTEEN Organization of Early Intervention and Corrective Programs524(26)
USING WHAT YOU KNOW
524(1)
ANTICIPATION GUIDE
524(1)
THE CHANGING FACE OF INTERVENTION
525(3)
COMPONENTS OF AN INTERVENTION PROGRAM
528(7)
WORKING WITH THE ADMINISTRATION
535(1)
PROFESSIONAL DEVELOPMENT
535(1)
TUTORS
535(1)
MATERIALS
536(6)
SOURCES OF INFORMATION ABOUT THE READABILITY OF BOOKS
542(1)
VOLUNTARY READING
542(1)
TECHNOLOGY FOR THE READING/WRITING PROGRAM
543(1)
TEACHER TOOLS
544(2)
EVALUATION
546(1)
SUMMARY
546(2)
APPLICATION ACTIVITIES
548(2)
Appendix A Informal Assessment Measures550(4)
Appendix B High-Interest, Low-Readability Books554(15)
Appendix C Sample Assessment Report569(9)
References578(37)
Index615

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