ERIC Number: ED491798
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 0
Teaching Reading to Struggling Learners
Brookes Publishing Company
Identifying the best way to help students who struggle with reading--whether they have learning disabilities, are English language learners, or just need extra support--is a challenge for any teacher. Schools can make that task easier with this indispensable resource, a complete guide to addressing each student's specific instructional needs and teaching reading skills side-by-side with critical language and thinking skills. Approaching literacy development as a complex process that unfolds over time, this book gives educators the guidance they need to help students continuously advance and deepen their reading skills--not just in the early grades, but into the upper grades as well. Readers will learn how to: teach the skills identified in the Reading First initiative: phonological awareness, phonics, fluency, vocabulary, and comprehension; teach comprehension skills along with key language skills in vocabulary and syntax; guide students in learning literal, inferential, and evaluative comprehension skills along with thinking skills; teach comprehension skills for narrative, expository, and electronic text; facilitate mastery of reading skills by using strategic, explicit teaching; make teaching more effective and engaging through practical suggestions, model lessons, and sample activities for both younger and older students; and monitor the effectiveness of instruction. All the suggested ideas and approaches are evidence-based or identified as best practices in reading, so educators can use them with confidence in their classrooms. Equally effective as a text for preservice educators, a manual for in-service teachers, and a resource for administrators wrestling with different approaches to reading instruction, this in-depth, accessible book will lead to sharper skills and better outcomes for a wide range of struggling learners. This book contains the following chapters: (1) A Three-Legged Instructional Model for Teaching Reading to Struggling Learners; (2) Strategic, Explicit Teaching; (3) Building a Solid Foundation: Teaching Pre-Reading Skills; (4) Breaking the Code: Teaching Phonics Skills; (5) Reading the Big Words: Teaching Structural Analysis Skills; (6) Teaching Words by Using Visual Cues; (7) Developing Speed and Accuracy: Teaching Fluency Skills; (8) Teaching Reading Comprehension: The Basic Approach; (9) Teaching Reading Comprehension and Language Skills; (10) Teaching Reading Comprehension and Cognitive Processing; (11) Teaching Reading Comprehension with Different Text Structures; and (12) Assessment for Planning and Monitoring Reading Instruction. The following are appended: (1) Glossary; (2) Tests for Assessing Reading; (3) Proficiency Tests for Phonological Awareness, Phonics, and Structural Analysis; (4) Programs for Teaching Reading to Struggling Learners; (5) Reading Skills Record Form; (6) Games for Making Reading Instruction Fun; and (7) Fry Readability Graph for Estimating Readability-Extended.
Descriptors: Reading Instruction, Reading Difficulties, Teaching Methods, Syntax, Phonological Awareness, Phonics, Language Skills, Cues, Thinking Skills, Reading Comprehension, Reading Fluency, Instructional Effectiveness, Reading Readiness, Vocabulary Skills, Structural Analysis (Linguistics), Cognitive Processes
Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; e-mail: firstname.lastname@example.org; Web site: http://www.brookespublishing.com.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A