Education

For Reading Assessment, Diagnosis, and Remediation courses.

With its clear focus on intervention, this informal yet scholarly text offers prospective teachers tried-and-true instructional strategies and interesting activities to develop and strengthen the reading skills of children who find reading difficult, whatever the reason. The authors have grouped strategies around key reading instruction areas: phonemic awareness, decoding, fluency, vocabulary, and comprehension. They show students how to generalize strategies for use in a variety of settings with diverse pupil populations, how to combine and modify strategies to fit specific needs and particular curriculums, and how to create entirely new instructional packages to meet desired goals.

• NEW - A clearer focus on scientifically-based research—Including summaries of the National Reading Panel findings that served as the foundation for reauthorization of the Elementary and Secondary Education Act (No Child Left Behind).

  • Ensures prospective teachers the benefit of the most recent research—familiarizes them with the research base that informs all of the text's discussions, strategies, and activities.

• NEW - A list of common words for instructional focus—In an easy-to-use appendix.

  • Offers a handy reference for classroom use—helps students determine which words may need to be given special attention.

• NEW - Increased coverage of special populations—Particularly pupils for whom English is not the native tongue.

  • Highlights common problems ESL children face when learning to read English—offers handpicked strategies for helping these learners, and others, with specific reading challenges.

• Real voices of real teachers—Gleaned from elementary and secondary school teachers' authentic classroom interactions.

  • Introduces students to practicing teachers who have actually used text strategies in their classrooms, with their own pupils—illustrate how they provide corrective instruction, how they modify strategies, why they chose certain strategies, and why they like using them.

• A strong focus on combining individual strategies into whole instructional packages—Covering what's necessary for creating consistent and complete instructional routines that are predictable and effective.

  • Instills in students a unique perspective on teaching children who find reading difficult—helps them see how strategies build on one another to create programs that work.

• Thoughtful, theory-based coverage of the “whole” of reading instruction—Evident throughout the text.

  • Helps future teachers answer such questions as—How should instruction for challenged readers differ from other instruction? What can research teach about these readers? How can teachers and parents work together to help struggling readers?

• Numerous helpful appendices—Including several lists of children's books, both classic and contemporary, that are especially effective with struggling readers.

  • Provides a solid foundation of information that future teachers can use in their first classrooms—bolster students' confidence in their ability to help challenged readers improve their skills.

• A clearer focus on scientifically-based research—Including summaries of the National Reading Panel findings that served as the foundation for reauthorization of the Elementary and Secondary Education Act (No Child Left Behind).

  • Ensures prospective teachers the benefit of the most recent research—familiarizes them with the research base that informs all of the text's discussions, strategies, and activities.

• A list of common words for instructional focus—In an easy-to-use appendix.

  • Offers a handy reference for classroom use—helps students determine which words may need to be given special attention.

• Increased coverage of special populations—Particularly pupils for whom English is not the native tongue.

  • Highlights common problems ESL children face when learning to read English—offers handpicked strategies for helping these learners, and others, with specific reading challenges.

 1. New Perspectives on Helping Students Become Literate.


 2. The Instructional Framework.


 3. Developing Positive Attitudes about and Ambiance for Reading.


 4. Early Intervention.


 5. Word Recognition.


 6. Nurturing Fluent Reading.


 7. Building Vocabulary.


 8. Comprehension Development with Narrative Text.


 9. Comprehension Development with Nonfiction Text.


10. Writing Development.


11. Putting It All Together: Instructional Routines that Work.


12. Involving Parents in Children's Reading.


13. Determining Instructional Needs: Assessing Readers in Action.


Appendix A: Award-Winning Books.


Appendix B: Poetry and Rhymes for Reading.


Appendix C: Classic Predictable Pattern Books.


Appendix D: Series Books.


Appendix E: Alphabet, Number, and Other Concept Books.


Appendix F: Common Word Families.


Appendix G: Maze and Cloze Activities.


Appendix H: Internet Sites.


Appendix I: Sources of Information on Word Histories and Word Play.


Appendix J: Meaningful Prefixes, Suffixes, and Word Parts.


Appendix K: Magazines for Children.


Appendix L: Bookmaking Ideas.


Appendix M: Sample Letter to Parents.


Appendix N: Professional Resources.


Appendix O: The Essential Primary Grade Sight Word List.


References.


Author Index.


Subject Index.


About the Authors.

Reading Assessment, Diagnosis and Remediation  [CORE TEXTS]   (Reading & Literacy)

• 
  Teaching Children Who Find Reading Difficult, 4/E
  Rasinski, Padak & Fawcett
  ©2010 | Allyn & Bacon | Paper; 312 pp | Instock
  ISBN-10: 0132337185 | ISBN-13: 9780132337182
  Brief Description | Buy from myPearsonStore

  

  With a strong focus on reading intervention, the Fourth edition of this treasured resource offers prospective and practicing teachers best practices for developing and strengthening the literacy skills of children who find reading difficult.

   

  In Teaching Children Who Find Reading Difficult, celebrated authors Tim Rasinski and Nancy Padak join literacy expert Gay Fawcett to present teachers with a research-based instructional approach to teaching struggling readers. Drawing on IDEA's Responsiveness to Intervention (RTI) model, the authors group user-friendly strategies around key reading instruction areas: phonemic awareness, decoding, fluency, vocabulary, and comprehension--to show teachers how to organize intervention for diverse classroom settings, including classrooms with English learners and students with disabilities. Teachers will learn how to combine and adapt strategies that meet individual student needs within their reading and writing curriculum and transform students into strong, independent readers.

"The chapters that describe strategies for discrete reading behaviors (e.g., words, fluency, comprehension) provide ...a wealth of instructional support through an excellent collection of activities." — Evangeline Newton, University of Akron

"A strength of the book is its practicality-teachers could use these strategies immediately and fit them into their existing curriculum." — Elizabeth Sturtevant, George Mason University

Timothy Rasinksi and Nancy Padak are Professors of Curriculum and Instruction at Kent State University, where they teach courses in literacy education.  They also served as editors of The Reading Teacher, the most widely read professional journal in reading education, and currently edit the Journal of Literacy Research.

Previously a classroom and Title I teacher in Nebraska, Tim Rasinski received his Ph.D. from The Ohio State University and has taught at the University of Georgia.  He has written and edited several books on literacy education.  Tim has also conducted research and written many articles on reading and writing educatioin published in Reading Research Quarterly, Reading Psychology, and Education Forum.

Nancy Padak received her Ed.D. from Northern Illinois University, and has worked as a classroom teacher, Title I administrator, and a school district reading and language arts curriculum director in Illinois.  She is Director of the University Reading and Writing Center at Kent State and Principal Investigator at the Ohio Literacy Resource Center.  Nancy was recently named Distinguished Professor by Kent State University.

Tim and Nancy have worked extensively with children in public schools and in university reading clinics who have experienced difficulty in learning to read.  The reading clinical program that they direct won an Ohio's Best Award for its innovative practices in helping children learn to read. 

Effective Reading Strategies: Teaching Children Who Find Reading Difficult, Third Edition, offers the teaching community a wealth of instructional strategies and activities. This text is aimed at strengthening and developing the reading skills of children who find the subject hard to grasp, including those for whom English is a second language. The broad-based remedial and corrective reading instruction focuses on several areas: phonemic awareness, decoding, fluency, vocabulary, and comprehension. Teachers can combine and modify the various reading strategies and activities to fit their current curricula.

Other features of this text:

• A clear focus on scientifically based research, including summaries of the National Reading Panel's findings and compliance strategies for the Elementary and Secondary Education Act ("No Child Left Behind").
• Professional commentary—Real teachers' opinions and classroom experiences interwoven with the strategies and activities illustrating their application in today's classrooms.
• High-Frequency Words—Appendix O provides a listing of common words for instructional focus.

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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