Reading problems : assessment and teaching strategies /

Bibliographic Details
Main Author:	Jennings, Joyce Holt
Other Authors:	Caldwell, JoAnne (JoAnne Schudt), Lerner, Janet W.
Format:	Book
Language:	English
Published:	Boston : Pearson, [2014]
Edition:	7th Edition.
Subjects:	Reading disability. Reading > Remedial teaching.

Table of Contents:

Machine generated contents note: 1. Overview of Reading and Reading Problems
Introduction
Reading Problems: A National Dilemma
National Reading Levels
SAT and ACT Reading Scores Hit New Low
Reading Needs in Today's World
Recent Influences on the Teaching of Reading
Response-to-Intervention
The National Reading Panel and the Components of Reading
Differentiated Instruction
Common Core Standards
Social Media and Reading
Key Elements of Teaching Reading
Early Literacy
Word Recognition
Reading Fluency
Reading Comprehension
Reading Vocabulary
Reading-Writing Connection
Enjoyment and Appreciation
Summary
References
2. Factors Associated With Reading Problems
Introduction
Neurological and Cognitive Factors
Differentiated Instruction
Working Memory
Cognitive Strategy Instruction
Environmental Factors
The Home Environment
The School Environment
The Social Environment
The Cultural Environment
Emotional Factors
Intelligence and Intellectual Factors
Definitions of Intelligence
Cultural Bias in the Measurement of Intelligence
Using Intelligence Tests to Determine the Existence of a Reading Disability
Concerns About Using Intelligence Tests to Determine a Reading Disability
Language Factors
Oral and Written Language
Receptive and Expressive Language
Systems of Oral Language
Speech Problems and Language Disorders
English Language Learners (ELLs)
Physical Factors
Hearing Impairment
Visual Impairment
Gender Differences
Other Physical Problems
Summary
References
3. Gathering Data to Develop Students' Literacy Profiles
Introduction
Information About the Environment
Home Environment
School Environment
Social and Cultural Environments
Information About the Individual
Emotional Information
Information About Potential (Intelligence)
Physical Information
Information About Language Development
Methods of Collecting Information
Interview and Questionnaire
Informal Talks
School Records and Materials
Observation During Reading Lessons
Summary
References
4. Norm-Referenced and Criterion-Referenced Assessments
Introduction
Using Both Formal and Informal Assessment
Norm-Referenced Tests
Criterion-Referenced Tests
Bias in Testing
Ethical Considerations
Scores on Norm-Referenced Tests
Standardization, Validity, and Reliability
Tests of General Reading Assessment
Group Survey Tests
Individual Survey Tests
Normed Oral Reading Tests
Diagnostic Reading Tests
Diagnostic Reading Batteries
Diagnostic Tests of Specific Areas
Measuring Factors Related to Reading
Measuring Vocabulary and Language Development
Measuring Intelligence
Using Intelligence Test Information in Reading Assessment
Intelligence Tests That Should Be Administered by Psychologists
Intelligence Tests That Can Be Administered by Teachers and Reading Specialists
Interpreting Intelligence Test Scores
Summary
References
5. Administering an Informal Reading Inventory
Introduction
Does the Student Have a Reading Problem and How Severe Is It?
What Is the General Area of the Reading Problem?
Problems With Emergent Literacy
Problems With Word Recognition Accuracy
Problems With Reading Fluency
Problems With Comprehension
Problems With Language and Meaning Vocabulary
Overview of Informal Assessment Measures
The Informal Reading Inventory
Obtaining Answers to General Assessment Questions
Administering and Scoring the Informal Reading Inventory
Interpreting the Scores of the IRI
Special Issues and Options in Using IRIs
IRIs and Response-to-Intervention
Combining IRI Assessment With Think-Alouds
Summary
References
6. Providing Instruction and Intervention Strategies
Introduction
A New Perspective on Intervention: Grade-Level Competence
Successful Intervention Programs
Individual Intervention Programs K-5
Group Intervention Programs K-5
Intervention Structures 6-12
Classroom Interventions
Guidelines for Teaching Struggling Readers
Set High Expectations
Coordinate Intervention Instruction and Classroom Instruction
Use Read-Alouds to Expose Students to Higher-Level Text
Emphasize Reading for Meaning
Teach Students the Strategies That Good Readers Use
Make Assessment an Ongoing Component of Instruction
Provide a Balanced Instructional Framework
Provide a Consistent Instructional Structure and Use Time Effectively
Keep the Size of the Group as Small as Possible
Instructional Support for Struggling Readers and RTI
Summary
References
7. Early Literacy
Introduction
Early Literacy Concepts
Oral Language Development
Listening Comprehension
Print Knowledge
Environmental Print
Alphabet Knowledge
Phonemic Awareness
Short-Term Phonological Memory
Rapid Naming
Visual Memory
Visual Perceptual Skills
Strategies to Develop Early Literacy Concepts
Oral Language Development
Print Knowledge
Alphabetic Knowledge and Phonemic Awareness
Beginning Reading Vocabulary
Summary
References
8. Improving Word Knowledge: Word Recognition
Introduction
Stages of Word Recognition Development
Strategies for Identifying Words
Word Recognition and the Common Core Standards
Assessing Phonics Strategies
The Informal Reading Inventory
Tests of Phonics Patterns
Teaching Phonics Strategies
Letter-Sound Relationships
Organizing Phonics Instruction
Decoding Through Analogy
Combining Phonics and Meaning
Making Students Aware of Their Strategies
Dealing With Exceptions
Ideas for Practicing Phonics
Teaching Multisyllabic Words
Assessing Structural Analysis Strategies
Teaching Structural Analysis Strategies
Word Recognition Strategies and Response-to-Intervention (RTI)
Summary
Case Study
References
9. Improving Word Knowledge: Fluency
Introduction
The Role of Fluency in the Reading Process
Fluency and the Common Core Standards
Assessing Fluency
Listening to Students Read Orally
Determining Reading Rate
Timed Administration of Word Lists
General Guidelines for Fluency Development
Provide Models of Fluent Reading
Link Fluency Instruction to Meaning
Encourage Wide Reading
Avoid Unpracticed Oral Reading
Strategies for Developing Fluency in Context
Promoting Wide Reading of Easy Text
Using Patterned Books
Assisted Oral Reading
Structured Repeated Reading
Performance Reading
Making Oral and Silent Reading Effective
Strategies for Developing Sight Words in Isolation
Choosing Words for Instructional Focus
Guidelines for Teaching Sight Words
Strategies for Focusing on Words
Word Recognition Fluency and Response-to-Intervention (RTI)
Summary
Case Study
References
10. Vocabulary Development and Listening Comprehension
Introduction
Importance of Language to Reading
Problems With Language Development
Impact of Language Disability and Delay
Impact of Limited Experiences With Reading
Impact of Diverse Language Environments
Assessing Language Abilities
Informal Measures
Formal Measures
Conditions That Foster Language Learning
Exposure to Rich Language
Active Participation
Planning for Vocabulary and Language Learning
Making Connections
Strategies for Fostering Language: Listening Comprehension
Reading Books to Students
Supplemented Shared Reading
Paired Story Reading
Directed Listening-Thinking Activity
Sentence Stretchers
Encouraging Verbal Expression
Strategies for Fostering Language: Meaning Vocabulary
Introducing Words Before Reading
Practicing and Reinforcing Meaning Vocabulary
Fostering Vocabulary Learning Through Rich Literate Experiences
Using Strategies to Figure Out Unknown Words
Using Poetry to Develop Language
Fostering the Development of Academic Vocabulary
Summary
References
11.Comprehension of Narrative Text
Introduction
Effective Reading Comprehension
The Purpose of Reading Is Comprehension
Comprehension Is an Active and Accurate Process
Comprehension Uses Background Knowledge
Comprehension Requires Higher-Level Thinking
Comprehending Narrative Materials
Narratives Inspire Imaginative Personal Responses
Narratives Have Story Organization
Assessing Abilities With Narrative Text
Measuring General Comprehension Ability
Judging the Comprehension of Specific Materials
A Strategic Approach to Teaching Reading Comprehension
Improving Comprehension Before Reading
Building Background Knowledge
Making Predictions About Text
Reading a Story to Students
Improving Comprehension During Reading
The Directed Reading-Thinking Activity
Monitoring Responses to Reading
Making Mental Images
Constructing Content-Free Questions
Using Discussion Cards
Improving Comprehension After Reading
Comprehension Strategies That Develop an Understanding of Story Structure
Comprehension Strategies That Nurture Personal Response
Connecting the Literacy Experience
Conceptually Connected Instruction Using Themes
Studying Different Genres
Summary
References
Case Study
12.Comprehension of Informational Text
Introduction
Organization of Informational Text
Difficulties Presented by Informational Text
Importance of Informational Text
Informational Text and Grade-Level Competence
Informational Text and the Common Core Standards
Assessing Abilities With Informational Text Using the Informal Reading Inventory
Strategies for Helping Students Read Informational Text
Using Read-Alouds With Grade-Level Text
Content-Free Questions
Text Coding
Discussion Cards
Topic-Detail-Main Idea Strategy
Think-Aloud Strategy
Question-Answer Relationships
Note continued: Strategies for Transforming Informational Text
Main Idea Grid
Idea-Mapping
Improving Comprehension of Informational Text and RTI
Summary
References
Case Study
13. Integrating Reading and Writing
Introduction
Importance of Teaching Writing
Assessing Writing
Writing Instruction
Writing Process
Supporting Students' Writing
Personal Communication
Written Conversations
Personal Journals
Strategies for Integrating Reading and Writing
Writing and Reading Narrative Text
Writing and Reading Informational Text
Responding to Text
Writing With Poetry
Developing the Ability to Spell
Spelling Development
Spelling Assessment
Spelling Instruction
Handwriting
Summary
References
14. Literacy Instruction for Diverse Learners: English Language Learners, Literacy in a Culturally Diverse Society, Parents and Families, Adolescents and Adults With Reading Problems
Introduction
English Language Learners
Who Are ELLs?
Methods for Teaching ELL Students
Teaching Reading to ELL Students
Classroom Strategies for Teaching Reading to ELL Students
Literacy in a Culturally Diverse Society
The Important Role of Families and Parents in Fostering Literacy
You Read to Me and I'll Read to You
Parent Workshops
Adolescents With Reading Problems
Characteristics of Adolescents With Reading Problems
Special Considerations at the Secondary Level
Components of Effective Secondary Programs
Adults With Reading Problems
Postsecondary and College Programs
Summary
References
15. Literacy Instruction for Students With Special Needs
Introduction
Students With Disabilities
The Individuals With Disabilities Education Improvement Act of 2004
Response-to-Intervention
The Individualized Education Program
Contents of the IEP
Participants at IEP Meeting
Transition Services
Procedural Safeguards
Educational Environments
Learning Disabilities
Characteristics of Students With Learning Disabilities
Educational Settings for Students with Learning Disabilities
Eligibility of Students With Learning Disabilities for Special Education
Dyslexia
Providing Reading Instruction for Students With Special Needs
Adapting Standard Reading Methods for Students With Severe Reading Disabilities
Differentiated Instruction
Differences in Cognitive Processing
Multisensory Methods for Teaching Reading
Lindamood Phoneme Sequencing Program
Direct Instruction Reading Program
Summary
References
16. Literacy Support as a Collaborative Process
Introduction
Changing Roles of Reading Specialists
Title I Programs
No Child Left Behind Act
American Recovery and Reinvestment Act of 2009
Race to the Top
Narrowing the Achievement Gap
Role of the Reading Specialist in Assessment
Evaluation of Student Performance
Individual Diagnostic Procedures
Role of the Reading Specialist in Instruction
Working With Classroom Teachers
Working With Other Professionals
Reading Specialists as Literacy Leaders
Providing Support for Teachers
Providing Support for Paraprofessionals
Serving as Liaison Between Teachers and Administrators
Serving on Student Services Teams
Serving on the Instructional Intervention Team
Working With Parents
Literacy Advocates in the Community
Summary
References.