Reading Problems : Assessment and Teaching Strategies,9780205441211

Reading Problems : Assessment and Teaching Strategies

by ; ;
Edition: 5th
ISBN13: 9780205441211
ISBN10: 0205441211
Format: Hardcover
Pub. Date: 2010-01-01
Publisher(s): Allyn & Bacon
Upgraded Edition: Click here!
List Price: $127.96

Rent Textbook

Select for Price
Add to Cart
There was a problem. Please try again later.

New Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

Buy from our Marketplace starting at $8.09

How Marketplace Works:

  • This item is offered by an independent seller and not shipped from our warehouse
  • Item details like edition and cover design may differ from our description; see seller's comments before ordering.
  • Sellers much confirm and ship within two business days; otherwise, the order will be cancelled and refunded.
  • Marketplace purchases cannot be returned to eCampus.com. Contact the seller directly for inquiries; if no response within two days, contact customer service.
  • Additional shipping costs apply to Marketplace purchases. Review shipping costs at checkout.

Summary

The Fifth Edition of Reading Problems: Assessment and Teaching Strategies combines new and time-tested approaches to working with struggling readers of all ages, and includes practical instructional strategies, assessment tools, and discussion of the research.

Table of Contents

List of Strategy Snapshots
xvi
Preface xvii
Overview of Reading and Reading Problems
1(20)
Introduction
2(1)
Reading Problems: A National Dilemma
3(4)
National Reading Levels
4(1)
Reading Needs in Today's World
4(1)
Need for Early Identification and Instruction
5(1)
Providing Reading Assistance
5(2)
Factors Associated with Reading Problems
7(2)
Factors Within the Individual
7(1)
Factors in the Home, Social, and Cultural Environments
8(1)
Factors in the School Environment
9(1)
Factors of Cultural and Linguistic Diversity
9(1)
What Is Reading?
9(5)
Constructing Meaning
10(1)
Contribution of the Reader
11(2)
Contribution of the Written Material
13(1)
Contribution of the Reading Situation
13(1)
Components of the Reading Process
14(4)
Early Literacy
14(1)
Word Recognition: Accuracy and Fluency
14(1)
Reading Comprehension
15(2)
Language and Meaning Vocabulary
17(1)
Reading-Writing Connection
18(1)
Enjoyment and Appreciation
18(1)
Overview of This Book
18(2)
Summary
20(1)
Factors Associated with Reading Disability
21(24)
Introduction
22(1)
Environmental Factors
22(4)
Home Environment
22(2)
School Environment
24(1)
Social Environment
24(1)
Cultural Environment
25(1)
Assessing Environmental Factors
25(1)
Emotional Factors
26(3)
Emotional Responses to Reading Problems
26(1)
Assessing Emotional and Behavioral Factors
27(2)
Intelligence
29(3)
Definitions of Intelligence
29(1)
Current Views of Intelligence
29(1)
Evidence That a Person's Intelligence Can Be Changed
30(1)
Cultural Bias in the Measurement of Intelligence
30(1)
Using Intelligence Tests to Determine the Existence of a Reading Disability
31(1)
Concerns about Using Intelligence Tests to Determine a Reading Disability
32(1)
Language Abilities
32(6)
Written and Oral Language
34(1)
Receptive and Expressive Language
34(1)
Systems of Oral Language
35(2)
Speech Problems and Language Disorders
37(1)
Nonstandard Dialects
38(1)
English Language Learners
38(1)
Assessing Language Development
38(1)
Physical Factors
38(5)
Hearing Impairment
39(1)
Visual Impairment
40(1)
Neurological Factors
41(1)
Gender Differences
41(1)
Other Physical Problems
42(1)
Summary
43(2)
Obtaining Background Information
45(32)
Introduction
46(1)
Information about the Environment
46(7)
Home Environment
47(2)
School Environment
49(3)
Social and Cultural Environments
52(1)
Information about the Individual
53(5)
Emotional Information
53(1)
Information about Potential (Intelligence)
54(1)
Physical Information
55(2)
Information about Language Development
57(1)
Methods of Collecting Information
58(3)
Interview and Questionnaire
58(2)
Informal Talks
60(1)
School Records and Materials
61(1)
Observation during Reading Lessons
61(1)
Summary
61(16)
Informal Assessment Procedures
77(35)
Introduction
78(1)
General Diagnostic Questions: An Overview
78(3)
How Severe Is the Reading Problem?
78(1)
What Is the General Area of the Reading Problem?
79(2)
Overview of Formal Assessment Measures
81(1)
Overview of Informal Assessment Measures
82(1)
Informal Reading Inventory
83(24)
Obtaining Answers to General Diagnostic Questions
83(1)
Administering and Scoring the Informal Reading Inventory
84(11)
Interpreting the Scores of the IRI
95(7)
Special Issues and Options in Using IRIs
102(3)
Interactive Assessment Procedures
105(2)
Assessment Portfolios
107(3)
Summary
110(2)
Assessing Reading: Formal Measures
112(25)
Introduction
113(1)
Overview of Formal Tests
113(4)
Norm-Referenced Tests
113(1)
Criterion-Referenced Tests
114(1)
Bias in Testing
114(1)
Ethical Considerations
114(1)
Scores on Norm-Referenced Tests
114(2)
Standardization, Validity, and Reliability
116(1)
Tests of General Reading Assessment
117(6)
Group Survey Tests
117(3)
Individual Survey Tests
120(2)
Normed Oral Reading Tests
122(1)
Diagnostic Reading Tests
123(4)
Diagnostic Reading Batteries
123(3)
Diagnostic Tests of Specific Areas
126(1)
Measuring Intelligence
127(8)
Using Intelligence Test Information in Reading Assessment
128(2)
Intelligence Tests That Should Be Administered by Psychologists
130(2)
Intelligence Tests That Can Be Administered by Teachers and Reading Specialists
132(2)
Interpreting Intelligence Test Scores
134(1)
Summary
135(2)
Providing Instruction and Intervention Strategies
137(30)
Introduction
138(1)
Effective Intervention Programs
139(1)
Individual Intervention Programs
140(2)
Reading Recovery®
140(1)
Early Steps
140(1)
Book Buddies
141(1)
Individual Intervention for Older Students
142(1)
Group Intervention Programs
142(3)
The Boulder Project
142(1)
Early Intervention in Reading (EIR)
142(1)
First Grade Group Intervention
142(1)
Reading Club
143(1)
Literacy Booster Groups
143(1)
Intervention in the Classroom
143(1)
Cross-Age Tutoring
144(1)
Project Success
144(1)
Readers' Workshop
145(1)
Total School or Classroom Interventions
145(2)
Success for All
145(1)
Four Blocks® Literacy Model
146(1)
Fluency-Oriented Reading Program
146(1)
Principles of Teaching Students Struggling with Literacy
147(17)
Emphasize Reading
147(2)
Teach Students the Strategies That Good Readers Use
149(3)
Make Assessment an Ongoing and Integral Component of Instruction
152(1)
Provide a Balanced Instructional Framework
153(1)
Provide a Consistent Instructional Structure and Use Time Effectively
154(1)
Provide Text That Students Can Read Successfully
155(1)
Provide Time for Word Study
156(1)
Encourage Independent Reading
156(3)
Include Writing as Part of the Lesson Structure
159(1)
Keep the Size of the Group as Small as Possible
159(2)
Coordinate Intervention Instruction and Classroom Instruction
161(2)
Build Rapport by Fostering Acceptance, Security, and Success
163(1)
Application of Common Intervention Elements to Program Design
164(1)
Summary
165(2)
Early Literacy
167(17)
Introduction
168(1)
Early Literacy Concepts
168(6)
Oral Language Development
169(1)
Concepts about Print
169(1)
Alphabet Knowledge
170(2)
Phonemic Awareness
172(1)
Letter-Sound Correspondence
172(1)
Beginning Reading Vocabulary
173(1)
Strategies to Develop Early Literacy Concepts
174(9)
Oral Language Development
174(3)
Concepts about Print
177(2)
Alphabet Knowledge
179(1)
Phonemic Awareness
180(2)
Letter-Sound Correspondence
182(1)
Beginning Reading Vocabulary
183(1)
Summary
183(1)
Improving Word Recognition Accuracy
184(25)
Introduction
185(1)
Stages of Word Recognition Development
185(1)
Strategies for Identifying Words
186(1)
Assessing Phonics Strategies
187(2)
Miscue Analysis
187(1)
Tests of Phonics Patterns
188(1)
Teaching Phonics Strategies
189(14)
Patterns and Rules
190(1)
Choosing the Phonics Teaching Sequence
191(2)
Decoding through Analogy
193(1)
Combining Phonics and Meaning
194(1)
Making Students Aware of Their Strategies
195(1)
Dealing with Exceptions
196(1)
Ideas for Practicing Phonics
196(2)
Teaching Multisyllabic Words
198(3)
The Benchmark Program
201(2)
The Open Court Reading Program
203(1)
Assessing Structural Analysis Strategies
203(1)
Teaching Structural Analysis Strategies
204(1)
Assessing Context Strategies
205(2)
Miscue Analysis
206(1)
Student Reading Interview
206(1)
Comparison of Words Recognized in Lists and Passages
206(1)
Teaching Context Strategies
207(1)
Encouraging Students to Monitor for Meaning
207(1)
Using Cloze
207(1)
Summary
208(1)
Improving Reading Fluency
209(30)
Introduction
210(1)
Role of Fluency in the Reading Process
210(1)
Assessing Word Recognition Fluency
211(3)
Listening to Students Read Orally
212(1)
Determining Reading Rate
212(2)
Timed Administration of Word Lists
214(1)
Strategies for Developing Fluency in Context
214(13)
Promoting Wide Reading of Easy Text
214(3)
Using Patterned Books
217(3)
Assisted Reading
220(2)
Repeated Reading
222(1)
Performance Reading
223(1)
The Language Experience Approach
223(1)
Making Oral and Silent Reading Effective
224(2)
Fluency Development Procedures
226(1)
Strategies for Developing Sight Words in Isolation
227(8)
Choosing Words for Instructional Focus
228(1)
Guidelines for Teaching Sight Words
228(2)
Strategies for Focusing on Words
230(3)
Mastering Function Words
233(1)
Dealing with Reversals
234(1)
Combining Contextual Reading with a Focus on Words
235(2)
The Curious George Strategy
235(1)
The Multiple-Exposure/Multiple-Context Strategy
235(2)
Summary
237(2)
Improving Vocabulary Development and Listening Comprehension
239(26)
Introduction
240(1)
Importance of Language to Reading
240(1)
Causes of Problems with Language
240(1)
Language Disability and Delay
240(1)
Lack of Reading
241(1)
Lack of a Rich Language Environment
241(1)
Assessing Language Abilities
241(3)
Informal Measures
241(2)
Formal Measures
243(1)
Conditions That Foster Language Learning
244(3)
Exposure to Rich Language
244(1)
Active Participation
245(1)
Incidental and Explicit Instruction
245(1)
Making Connections
246(1)
Strategies for Fostering Language: Listening Comprehension
247(3)
Reading Books to Students
247(1)
Paired Story Reading
248(1)
Directed Listening-Thinking Activity (DL-TA)
248(1)
Sentence Building
248(1)
Encouraging Verbal Expression
249(1)
Strategies for Fostering Language: Meaning Vocabulary
250(12)
Introducing Words Before Reading
251(2)
Practicing and Reinforcing Meaning Vocabulary
253(4)
Using Strategies to Figure Out Unknown Words
257(5)
Using Poetry to Develop Language
262(1)
Summary
263(2)
Improving Comprehension of Narrative Text
265(28)
Introduction
266(1)
General Features of Effective Reading Comprehension
266(3)
The Purpose of Reading Is Comprehension
267(1)
Comprehension Is an Active and Accurate Process
267(1)
Comprehension Uses Background Knowledge
267(1)
Comprehension Requires Higher-Level Thinking
268(1)
Comprehending Narrative Materials
269(1)
Narratives Inspire Imaginative Personal Responses
269(1)
Narratives Have Story Organization
269(1)
Assessing Abilities with Narrative Text
270(3)
Measuring General Comprehension Ability
270(1)
Judging the Comprehension of Specific Materials
271(2)
Strategies for Improving Comprehension before Reading
273(3)
Building Background Knowledge
273(1)
Predicting and Semantic Impressions
274(2)
Reading a Story to Students
276(1)
Strategies for Improving Comprehension during Reading
276(7)
The Directed Reading-Thinking Activity (DR-TA)
276(3)
Using Post-It™ Notes to Monitor Responses to Reading
279(1)
Making Mental Images
279(2)
Constructing Content-Free Questions
281(1)
Using Discussion Cards
282(1)
Strategies for Improving Comprehension after Reading
283(7)
Comprehension Strategies that Develop Story Structure
283(4)
Comprehension Strategies that Nurture Personal Response
287(3)
Connecting the Literary Experience
290(1)
Conceptually Connected Instruction (Themes)
290(1)
Studying Different Genres
291(1)
Summary
291(2)
Improving Comprehension of Informational Text
293(27)
Introduction
294(1)
Nature of Informational Text
294(2)
Types of Informational Text
294(1)
Difficulties Presented by Informational Text
295(1)
Importance of Informational Text
295(1)
Assessing Abilities with Informational Text
296(2)
Focusing the Informal Reading Inventory on Informational Text
296(1)
Assessing the Use of Background Knowledge
297(1)
Assessing Comprehension Monitoring
297(1)
Assessing Ability to Transform Text for Studying
298(1)
Strategies for Helping Students Read Informational Text
298(19)
Strategies for Combining Prior Knowledge with Informational Text
299(6)
Strategies for Monitoring the Comprehension of Informational Text
305(1)
Content-Free Questions
305(8)
Question-Answer Relationships (QARs)
313(1)
Strategies for Transforming Informational Text
314(3)
Summary
317(3)
Reading and Writing
320(27)
Introduction
321(1)
Importance of Teaching Writing
321(1)
Assessing Writing
322(1)
Writing Instruction
323(5)
Writing Process
323(3)
Supporting Students' Writing
326(2)
Written Conversations and Personal Correspondence
328(1)
Personal Journals
328(1)
Strategies for Integrating Reading and Writing
329(8)
Writing and Reading Narrative Text
330(5)
Writing and Reading Informational Text
335(2)
Writing with Poetry
337(1)
Developing the Ability to Spell
338(7)
Spelling Development
339(2)
Spelling Assessment
341(1)
Spelling Instruction
342(3)
Handwriting
345(1)
Summary
346(1)
Literacy Instruction for Diverse Populations: English Language Learners, Adolescents, and Adults with Reading Problems
347(17)
Introduction
348(1)
Teaching in a Multicultural Society
348(2)
Diverse Cultural Views about Reading
348(1)
Teaching Children from Diverse Cultures
349(1)
English Language Learners
350(7)
About English Language Learners
352(1)
Models for Teaching English Language Learners
353(1)
Teaching Reading to English Language Learners
354(1)
Strategies for Teaching Reading to ELL Students
354(3)
Role of Parents in Fostering Literacy
357(1)
You Read to Me, I'll Read to You Strategy
357(1)
Parent Workshops
357(1)
Adolescents with Reading Problems
358(2)
Characteristics of Adolescents with Reading Problems
359(1)
Special Considerations at the Secondary Level
359(1)
Components of Effective Secondary Programs
360(1)
Adults with Reading Problems
360(2)
Postsecondary and College Programs
360(1)
Needs of Adults with Reading Problems
361(1)
Instructional Programs for Adults
361(1)
Summary
362(2)
Literacy Instruction for Students with Special Needs
364(19)
Introduction
365(1)
The Individuals with Disabilities Education Improvement Act of 2004
365(2)
Eligibility of Learning Disabilities
365(1)
The Individualized Education Program (IEP)
366(1)
Transition Services
367(1)
Procedural Safeguards
367(1)
Categories of Students with Disabilities
367(1)
Learning Disabilities
367(1)
Characteristics of Learning Disabilities
368(1)
Educational Settings for Students with Learning Disabilities
368(1)
Dyslexia: The Baffling Reading Disorder
368(3)
Neurological Basis of Dyslexia
369(2)
Genetics of Dyslexia
371(1)
Attention Deficit Hyperactivity Disorder
371(2)
Characteristics of ADD
372(1)
Eligibility of Children with ADD for Services
372(1)
Behavior Problems of Students with ADD
372(1)
Medication for Students with ADD
372(1)
Other Students Who Are at Risk
373(1)
Providing Reading Instruction for Students with Special Needs
373(8)
Adapting Standard Reading Methods for Students with Severe Reading Disabilities
373(4)
Differences in Learning Styles
377(1)
Multisensory Methods for Teaching Reading
378(2)
Lindamood Phoneme Sequencing Program (LIPS)
380(1)
Direct Instruction Reading Program
380(1)
Fast ForWord®
381(1)
Summary
381(2)
Collaborative Assessment and Instruction
383(51)
Introduction
384(1)
Changing Roles of Reading Specialists
384(3)
Title I Programs
384(1)
No Child Left Behind Act
385(1)
Narrowing the Achievement Gap
386(1)
Role of the Reading Specialist in Assessment
387(2)
Evaluation of Student Performance
387(1)
Individual Diagnostic Procedures
387(2)
Role of the Reading Specialist in Instruction
389(1)
Working with Classroom Teachers
389(1)
Working with Other Professionals
389(1)
Reading Specialists as Literacy Leaders
390(9)
Providing Support for Teachers
390(1)
Providing Support for Paraprofessionals
391(1)
Serving as a Liaison between Teachers and Administrators
391(2)
Serving on Student Services Teams
393(1)
Serving on the Instructional Intervention Team
393(4)
Working with Parents
397(2)
Literacy Advocates in the Community
399(1)
Summary
399(2)
Appendixes
Appendix A: Frequently Used Tests
401(21)
Appendix B: Publishers of Educational Resources
422(4)
Appendix C: An Informal Reading Inventory
426(1)
Appendix D: Reporting Information to Parents
427(7)
References 434(33)
Name Index 467(7)
Subject Index 474(9)
Test Index 483

An electronic version of this book is available through VitalSource.

This book is viewable on PC, Mac, iPhone, iPad, iPod Touch, and most smartphones.

By purchasing, you will be able to view this book online, as well as download it, for the chosen number of days.

Digital License

You are licensing a digital product for a set duration. Durations are set forth in the product description, with "Lifetime" typically meaning five (5) years of online access and permanent download to a supported device. All licenses are non-transferable.

More details can be found here.

A downloadable version of this book is available through the eCampus Reader or compatible Adobe readers.

Applications are available on iOS, Android, PC, Mac, and Windows Mobile platforms.

Please view the compatibility matrix prior to purchase.