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Reading Strategies for Elementary Students With Learning Difficulties - Book Cover

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Updated Edition of Bestseller

Reading Strategies for Elementary Students With Learning Difficulties

Strategies for RTI

Second Edition
By: William N. Bender, Martha J. Larkin

A one-stop source of proven reading strategies to use with RTI!

Offering practical, research-based strategies for students with learning difficulties as well as those who struggle with reading, this second edition of a bestseller helps general and special education teachers strengthen reading instruction within a Response to Intervention (RTI) framework. The authors provide RTI case studies and offer effective strategies for:

Implementing early literacy and brain-compatible reading instruction and assessments
Developing phonological and phonemic instruction
Promoting effective progress monitoring in reading
Building vocabulary and reading fluency
Boosting reading comprehension, especially in the content areas

Full description

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Product Details

Grade Level: K-7
ISBN: 9781412960694
Published By: Corwin
Year: 2009
Page Count: 272
Publication date: June 15, 2012

Price: $46.95

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Description

"The authors have taken a huge amount of research and information, digested it, and organized it into clearly arranged, practical, readable, usable work. This book balances information, suggestions, and examples with reflective exercises that are practical and valuable. It also gives tons of Web sites and resources for more useful tools and tips."
—Mary Guerrette, Director of Special Education
Maine School Administrative District #1, ME

A one-stop source of proven reading strategies to use with RTI!

This second edition of a best-selling resource helps general and special education teachers integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI). Based on the latest research, these practical instructional strategies can be used with students with learning disabilities of any kind as well as with any student who struggles in reading.

This resource provides highly effective strategies for elementary and middle school reading instruction and includes RTI case studies that show how the strategies work within an RTI framework. Focusing on the critical areas of reading instruction identified in the National Reading Panel's report, this book helps educators:

Implement early literacy and brain-compatible reading instruction and assessment
Develop phonological and phonemic instruction
Promote effective progress monitoring in reading
Build vocabulary and reading fluency
Boost reading comprehension, especially in the content areas

This vital resource provides teachers with a ready reference of interventions to provide targeted reading instruction for students with learning difficulties.

Author(s)

William N. Bender

William N. Bender, PhD, has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012).

Learn more about William Bender's PD offerings

Consulting Description: Differentiated Instruction
Consulting Description: Math
Consulting Description: Project-Based Learning
Consulting Description: RTI
Consulting Description: Technology

Martha J. Larkin

Martha J. Larkin taught public school students in general education and special education at the elementary, middle, and secondary levels for several years before beginning a career in higher education. She has authored and coauthored 17 journal articles, 10 book and monograph chapters, and 5 research reports and commissioned papers in education and special education. She specializes in instructional strategies, particularly for students with learning disabilities. Her specific teaching and research interests include scaffolded instruction, content enhancement, learning strategies, graphic organizers, and grading rubrics. She especially enjoys pursuing these interests in the areas of reading, writing, and mathematics. She earned her PhD from the University of Alabama in 1999.

Table of Contents

Acknowledgments

About the Authors

Introduction

1. The Reading Brain and Literacy Instruction

The Good News in Reading Research!

Big Ideas From Early Literacy Research

The Emerging Emphasis on Literacy

Assessments of Early Literacy

Brain-Compatible Reading Instruction

A Brain-Based Model of Reading

What the Brain Research on Reading Has Found

Conclusion

What's Next?

2. Phonemic Instruction: The Critical Emphasis in Reading and Literacy

Phonological Instruction and Phonemic Instruction

Phonemic Awareness or Phonemic Manipulation

Guidelines for Phonemic Instruction

Phonemic-Based Reading Programs

Conclusion

What's Next?

3. Phonics and Word Attack Strategies

Phonics and the Brain

Phonics Instructional Options

Strategies for Developmental Reading and Spelling Stages

Conclusion

What's Next?

4. Strategies for Building Vocabulary and Reading Fluency

Vocabulary and Reading Fluency

Building Vocabulary

The Importance of Vocabulary Development

Do We Still Need Sight-Word Approaches for Vocabulary Instruction?

How Good Readers Read

Learning New Vocabulary Terms

Word Recognition Instruction

Deriving Meaning From Vocabulary

Learning Strategies for Vocabulary Mastery

Reading Fluency

Conclusion

What's Next?

5. Gaining Meaning From Reading

Reading Comprehension and the Brain

Story Grammar

Student Think-Alouds or Inferencing Substrategies

Question Answering

List Summaries

Improvisational Drama

Cooperative Discussion and Questioning (Coop-Dis-Q)

Collaborating Strategic Reading (CSR)

Bibliotherapy

Conclusion

What's Next?

6. Reading Comprehension in the Content Areas

Content Area Reading and the Brain

KWPLS (Know, Want to Know, Predict, Learned, Summarize)

Analogies Instruction

Possible Sentences

Vocabulary Self-Collection Strategy (VSS)

Guided Reading in Textual Settings (GRITS)

ReQuest: Asking Self-Declared Questions

Idea Circles

Infra-Act: Sharing Perspectives

Question-Answer Relationships

Conclusion

Resources: Commercially Available Reading Programs

Glossary

Index

Reviews

“The authors have taken a huge amount of research and information, digested it, and organized it into a clearly arranged, practical, readable, and usable work. This book balances information, suggestions, and examples with reflective exercises that are practical and valuable. It also gives tons of Web sites and resources for more useful tools and tips.”

Mary Guerrette, Director of Special Education
Maine School Administrative District #1, ME

"Provides research-based information about various reading difficulties from knowledgeable and reputable experts in the field. I appreciate the organizational features: the checklist of strategies at the beginning of each chapter, the reflective exercises throughout the book, teacher tips in each chapter, and the 'What’s Next' section at the end, which is a good way of priming the brain for what it's about to learn.”

Sandra Rief, Speaker, Author, Educational Consultant
Educational Resource Specialists

Other Titles in: Special Education Instruction | Elementary Teaching Methods | English/Language Arts (Middle/High School)

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.