Instructing Students Who Have Literacy Problems - Couverture rigide

McCormick, Sandra; Zutell, Jerry

Couverture rigide

ISBN 10 : 0137023588 ISBN 13 : 9780137023585

Editeur : Pearson, 2010

Synopsis

Instructing Students Who Have Literacy Problems has long been valued because it covers both assessment and instructional strategies in a sound, research-based format. It reflects a balanced view of literacy instruction, comprehensively examining both word study and comprehension. It is the definitive research-based book on assessment and instruction of struggling readers. Four complete chapters on formal and informal assessment, plus chapters on instructional interventions, including reading instruction for special populations, allow professors the option of using the book for one inclusive course, or, using it across two courses in those universities where diagnosis and instruction are taught separately. 

 

Many case studies of students, as well as vignettes of teachers in action, illustrate real-world applications of the textbook content. There are practical strategies suggested in the text for elementary and secondary students and for students from a variety of language backgrounds. This valuable book will successfully guide teachers so they can best help students who have reading difficulties – difficulties of all types and at all levels of severity. 

A propos du livre

À propos de l?auteur

Sandra McCormick, Professor Emerita, The Ohio State University, is the author of five previous editions of this popular text; the graduate-level textbook, Remedial and Clinical Reading Instruction (Merrill); and numerous articles on delayed readers published in Reading Research Quarterly, The Reading Teacher, Journal of Learning Disabilities, Language Arts, and other journals.  Dr. McCormick has served on the Board of Directors of the International Reading Association and was coeditor, with Jerry Zutell, of the National Reading Conference Yearbook.

 

Jerry Zutell is a Professor Emeritus and former Director of the Reading Clinic at The Ohio State University.  He is a noted researcher and writer about oral reading fluency, spelling development, and related instructional practices.  He is the developer of the Directed Thinking Spelling Activity (DSTA), an innovative student-active cycle of word study instruction.  Dr. Zutell is a senior author of Spell It –Write! (Zaner-Bloser, 1998), is the author of the vocabulary series, Word Wisdom (Zaner-Bloser, 2005). and is coauthor, with Timothy Rasinski, of Essential Strategies for Word Study: Effective Methods for Improving Decoding, Spelling, and Vocabulary (Scholastic, 2010).

À propos de la quatrième de couverture

Instructing Students Who Have Literacy Problems has long been valued because it covers both assessment and instructional strategies in a sound, research-based format. It reflects a balanced view of literacy instruction, comprehensively examining both word study and comprehension. It is the definitive research-based book on assessment and instruction of struggling readers. Four complete chapters on formal and informal assessment, plus chapters on instructional interventions, including reading instruction for special populations, allow professors the option of using the book for one inclusive course, or, using it across two courses in those universities where diagnosis and instruction are taught separately. 

 

Many case studies of students, as well as vignettes of teachers in action, illustrate real-world applications of the textbook content. There are practical strategies suggested in the text for both elementary and secondary students and for students from a variety of language backgrounds. This valuable book will successfully guide teachers so they can best help students who have reading difficulties – difficulties of all types and at all levels of severity. 

 

New to this Edition

• NEW! Chapter 1 includes a new, comprehensive section on the rapidly-growing Response to Intervention (RTI) initiative, along with special inserts signaled by an RTI icon specifically targeting students and teachers in RTI programs. 
• NEW! A boxed feature, “Especially for ELLs,” locatedin all 14 chapters, presenting information and ideas highly useful to educators concerned with the literacy needs of new English-language learners (ELLs) in relation to one or more of each chapter’s major topics.
• NEW! Thorough expansion of the sections on reading fluency assessment (Chapter 5) and reading fluency instruction (Chapter 8), including the latest information on both informal and formal measures of fluency, charts featuring new research-based norms on reading rates for grades 1 through 8, the complete Multidimensional Fluency Scale, and new instructional techniques.
• NEW! Based on author Jerry Zutell’s expertise as a well-known spelling researcher, the section on spelling development and spelling assessment has been completely updated and broadened, providing additional new and valuable information for teachers.
• NEW! An additional, in-depth section on using WORD SORTS, with detailed descriptions of a variety of ways teachers can employ this emerging, practical technique to improve student word knowledge in both reading and spelling.

To order this book WITH MyEducationLab, use either ISBN:

ISBN-10: 0131381520

ISBN-13: 9780131381520

To order this book WITHOUT MyEducationLab, use either ISBN:

ISBN-10: 0137023588

ISBN-13: 9780137023585

Détails de l'édition

• Éditeur: Pearson
• Date d'édition: 2010
• Langue: anglais
• ISBN 10: 0137023588
• ISBN 13: 9780137023585
• Reliure: Relié
• Numéro d'édition: 6
• Nombre de pages: 552
• Coordonnées du fabricant: non disponible
• Personne responsable: Riccardo Bacigalupo; riccardo.bacigalupo@sanoma.it; ; Sanoma Italia Via Arconati, 1 �; Milano; 20135; Italie