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ERIC Number: ED417374
Record Type: RIE
Publication Date: 1998
Pages: 587
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-205-27438-2
ISSN: N/A
Assessing and Correcting Reading and Writing Difficulties.
Gunning, Thomas G.
Although grounded in theory and research, this book is a practical text that specifies how to assess students and how to use assessment results to provide effective instruction for low achieving readers and writers. Forty sample lessons, described in step-by-step fashion, cover virtually every major skill or strategy. The emphasis is on teaching strategies that students can use independently for improving word recognition, vocabulary knowledge, comprehension, reading in the content areas, writing, and study skills. Chapters in the book are: (1) Introduction to Reading Difficulties; (2) Factors Involved in Reading and Writing Difficulties; (3) Overview of Assessment; (4) Placing Students: The Informal Reading Inventory and Related Measures; (5) Assessment of Reading and Writing Processes; (6) Assessment of Cognitive, School, and Home Factors; (7) Emergent Literacy and Early Intervention Programs; (8) Teaching High-Frequency Words; (9) Teaching Phonics; (10) Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies; (11) Building Vocabulary; (12) Building Comprehension; (13) Reading to Learn in the Content Areas; (14) Building Study Strategies; (15) Building Writing Strategies; (16) Severe Problem Cases, Students Acquiring English, and Older Students; (17) Materials, Voluntary Reading, and Technology; and (18) Organization of Early Intervention and Corrective Programs. Contains approximately 650 references. Appendixes present informal assessment measures; a 73-item list of high-interest, low-readability books; and a sample assessment report. (RS)
Order Processing, Allyn and Bacon, P.O. Box 11071, Des Moines, IA 50336-1071; phone: 800-947-7700 ($64).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A