Education

For undergraduate and graduate reading diagnostics courses.

This is the definitive text for understanding the teacher's role in reading remediation. Here is balanced treatment of the two elements of remediation reading: assessment and intervention. And here is an interactive model of the remediation process based on fundamental research into how children and adults acquire literacy. The author blends theory and research with a wealth of practical suggestions for integrating reading, writing, and spelling into remedial reading programs that are practical, effective, and viable for all struggling readers, including special populations.

• NEW - Thorough updating of all four assessment chapters—Includes discussion of high-stakes/low-stakes testing, description of computer-administered tests, and numerous examples of current tests.

  • Brings students up-to-date on the most-current testing vehicles.

• NEW - Boxes in each assessment chapter called STEPS: Administering Assessments in Your Own Classroom —Illustrates ways to conduct various assessments in classroom settings.

  • Outlines specific procedures.

• NEW - A special section on Informal Reading Inventories (IRI's)—Included in Chapter 5, Assessment for Verifying General Reading Level.

  • Introduces students to the differences in various popular reading inventories.

• NEW - Complete word lists for the Schlagel Qualitative Spelling Inventory are provided, along with guidelines for its administration and interpretation.

  • Augments assessment “toolbox” with specifics for using this valuable instrument.

• NEW - Two Q and A sections—Report findings from the National Reading Panel's literature search.

  • Presents key data on reading, presenting a picture of the national charge for reading accountability and assessment.

• NEW - Lists of books for use with students at all stages of literacy—Included in Chapter 8, Important Principles of Remedial and Clinical Reading Instruction.

  • Provides a springboard for using high-quality literature with earliest readers, high-school students, and delayed readers.

• Balanced treatment of comprehension and word recognition—Addresses both reading components.

  • Highlights real needs of struggling readers, showing ways to improve skills in both areas.

• Learning from Text boxes throughout the text—Pose questions and provide answers involving key content points.

  • Creates a self-regulating and ongoing study guide that helps students assess their continuing understanding of text material.

• Case studies in most chapters—Include an ongoing study of the hypothetical David Adams.

  • Leads students through the assessment process across all four assessment chapters.

• Pedagogical aids throughout the narrative—Include margin notes, reflections sections, and boldfaced key terms.

  • Helps students identify what's most important in each chapter's material.

• Free Instructor's Manual—Includes transparency masters, test questions, and teaching suggestions.

• Thorough updating of all four assessment chapters—Includes discussion of high-stakes/low-stakes testing, description of computer-administered tests, and numerous examples of current tests.

  • Brings students up-to-date on the most-current testing vehicles.

• Boxes in each assessment chapter called STEPS: Administering Assessments in Your Own Classroom —Illustrates ways to conduct various assessments in classroom settings.

  • Outlines specific procedures.

• A special section on Informal Reading Inventories (IRI's)—Included in Chapter 5, Assessment for Verifying General Reading Level.

  • Introduces students to the differences in various popular reading inventories.

• Complete word lists for the Schlagel Qualitative Spelling Inventory are provided, along with guidelines for its administration and interpretation.

  • Augments assessment “toolbox” with specifics for using this valuable instrument.

• Two Q and A sections—Report findings from the National Reading Panel's literature search.

  • Presents key data on reading, presenting a picture of the national charge for reading accountability and assessment.

• Lists of books for use with students at all stages of literacy—Included in Chapter 8, Important Principles of Remedial and Clinical Reading Instruction.

  • Provides a springboard for using high-quality literature with earliest readers, high-school students, and delayed readers.

PART ONE: FOUNDATIONS OF REMEDIAL AND CLINICAL READING INSTRUCTION.

PART TWO: ASSESSMENT.

PART THREE: INSTRUCTIONAL INTERVENTIONS.

PART FOUR: READING INSTRUCTION FOR SPECIAL POPULATIONS.

Reading Assessment, Diagnosis and Remediation  [BRIEF / ESSENTIALS]   (Reading & Literacy)

• 
  Instructing Students Who Have Literacy Problems, 5/E
  McCormick
  ©2007 | Allyn & Bacon | Cloth; 552 pp | Instock
  ISBN-10: 0131718797 | ISBN-13: 9780131718791
  Brief Description | Buy from myPearsonStore

  

  Instructing Students Who Have Literacy Problems has long been valued by instructors who prefer a book that is research-based--one providing equal treatment to research and theory and to practical, appealing research-supported instructional strategies teachers can use in their classrooms.  It also reflects a balanced view of literacy instruction, comprehensively covering both word study and comprehension. 

   

  Four complete chapters on formal and informal assessment, plus multiple instructional chapters, 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.

Sandra McCormick. Before assuming a teaching position at a university, Sandra McCormick taught as a fourth- and fifth-grade classroom teacher in schools comprised primarily of at-risk youngsters, served as a Title I reading teacher for elementary and middles-school students, worked as a Reading Resource Teacher assisting teachers in inner-city schools with their classroom reading and language arts programs, and supervised a citywide reading program that served 129 elementary schools in a large Midwestern city. She also was a television reading teacher, teaching children in eight cities in Ohio via a PBS program aimed at students with reading disabilities.

After receiving her Ph.D. at The Ohio State University, Dr. McCormick joined the faculty in the College of Education at that university where she taught courses on remedial and clinical reading assessment and instruction, and on methods for instructing students with learning disabilities. She also supervised a university-based reading clinic for a number of years.

Dr. McCormick is the author or editor of several books in addition to this one, including Remedial and Clinical Reading Instruction and Cognitive and Social Perspectives for Literacy Research and Instruction (the latter with Jerry Zutell). She publishes articles frequently in journals such as Reading Research Quarterly, The Reading Teacher, Journal of Reading, Journal of Reading Behavior, Journal of Educational Research, Exceptional Children, Journal of Learning Disabilities, and Language Arts. Dr. McCormick was coeditor of the National Reading Conference Yearbook for three years and on the editorial advisory review board for several journals. Her research interest, as might be expected, is with students having literacy problems. Though her research focus was on comprehension instruction and reading/learning disabled students for several years, currently she is investigating ways to facilitate word learning with severely delayed readers, including nonreaders.

Dr. McCormick has served as a member of the Board of Directors of the International Reading Association, was a distinguished finalist in 1990 for the Albert J. Harris Award presented annually for significant research on reading disabilities, and has been elected to Fellow Status in the National Conference on Research in English. Dr. McCormick is a frequent presenter at national and international conferences, and she has regularly reviewed research and development proposals for the United States Department of Education.

Instructor's Manual, 4/E
McCormick
©2003 | Allyn & Bacon | Paper; 218 pp | Instock
ISBN-10: 0130941964 | ISBN-13: 9780130941961

Allyn & Bacon Digital Media Archive CD-ROM for Education, 2001 Edition
Allyn & Bacon
©2001 | Allyn & Bacon | CD-ROM Only | Instock
ISBN-10: 0205319602 | ISBN-13: 9780205319602
URL:  http://www.ablongman.com/dma

CourseCompass (5.0) Instructor Quick Start Guide
Allyn & Bacon & Longman
©2007 | Allyn & Bacon | Paper | Instock
ISBN-10: 0205531709 | ISBN-13: 9780205531707

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