ERIC Number: ED481406
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Reading Strategies for Elementary Students with Learning Difficulties.
Bender, William N.; Larkin, Martha J.
This guide to reading instruction for elementary and middle school students with learning difficulties covers a wide variety of practical instructional strategies founded in research and proven effective in classrooms. An introductory chapter notes the growing national emphasis on reading skills, especially research-based reading programs and the special needs of students with learning disabilities or difficulties. The next six chapters address the following topics (sample sub-topics in parentheses): (1) the reading brain and literacy instruction (assessments of early literacy, brain compatible reading instruction, and a brain-based model of reading); (2) phonemic instruction, the critical emphasis in reading and literacy (phonological and phonemic instruction, guidelines for phonemic instruction, and phonemic based reading programs); (3) phonics and word attack strategies (phonics and the brain, phonics instructional options, and strategies for developmental reading and spelling); (4) strategies for building vocabulary and reading fluency (the role of sight-word approaches, how good readers read, and deriving meaning from vocabulary); (5) gaining meaning from reading (story grammar, question answering, collaborative strategic reading); and (6) reading comprehension in the content areas (content area reading and the brain, analogies instruction, and idea circles). A section on resources reviews five major reading and literacy programs. A glossary and facilitator's guide are also included. (Individual chapters contain references.) (DB)
Descriptors: Content Area Reading, Decoding (Reading), Elementary Education, Instructional Effectiveness, Learning Disabilities, Middle Schools, Neurology, Phoneme Grapheme Correspondence, Phonics, Reading Comprehension, Reading Difficulties, Reading Instruction, Remedial Reading, Teaching Methods, Vocabulary Development, Word Recognition
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Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A