10 Essential Instructional Elements for Students With Reading Difficulties
Share

10 Essential Instructional Elements for Students With Reading Difficulties
A Brain-Friendly Approach



© 2016 | 256 pages | Corwin

Brain-friendly strategies to help all students become lifelong readers

Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print.

Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:

  • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles
  • Strategies to promote voluntary reading, even for the most reluctant students
  • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos
  • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. 
“Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.”
Terry Bernstein, Former Senior Literacy Difficulties Specialist
London Boroughs of Camden and Westminster, UK


“This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.”
Marty Duncan, Ed.D., Author and Former Educator

 
Introduction
Context  
Code First or Meaning First  
Tools in Your Teaching Toolbox  
Audience  
 
Section I. Understanding the Reading Process
 
Chapter 1. Creating Meaning With Print: The Neurocognitive Model
Understanding Reading  
Reading: A Neurological Perspective  
The Neurocognitive Process  
Last Word  
 
Chapter 2. Eye Movement and Neural Pathways
Eye Movement During Reading  
Understanding Our Learning Organ  
Last Word  
 
Chapter 3. Understanding Reading From a Cognitive Perspective
The Difference Between Brain and Mind  
The Information Processing Model  
The Two-Way Flow of Information  
Last Word  
 
Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction
 
Chapter 4. Diagnosis and Documentation
Diagnosing the Problem  
Graded Word Lists  
Graded Reading Passages  
Assessing Comprehension  
Putting It Together  
Last Word  
 
Chapter 5. Reading Lessons
SRE Lesson  
Guided Reading Lesson  
Shared Reading Lesson  
Last Word  
 
Section III. 10 Instructional Elements
 
Chapter 6. 10 Elements of Reading Instruction
No Magical Programs  
Comprehensive Reading Instruction  
Teaching Reading With the Brain in Mind  
Last Word  
 
Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness
Approaches to Early Literacy Instruction  
Creating the Conditions for Early Literacy Learning  
Concepts of Print  
Phonemic-Phonics Hybrid Activities  
Last Word  
 
Chapter 8. Emotions and Motivation
Emotions  
The Value-Expectancy Theory of Motivation  
Some Basic Strategies  
Last Word  
 
Chapter 9. Literature and Instructional Approaches
Strategies for Promoting Voluntary Reading  
Instructional Approaches  
Last Word  
 
Chapter 10. Phonics
Fawnix  
14 Strategies  
Last Word  
Appendix: Phonics Checklist  
 
Chapter 11. Strategies for Developing Word Identification Skills
Terms and Concepts Related to Word Identification  
Context Clues: The Semantic Cueing System  
Word Order and Grammar: The Syntactic-Cueing System  
Word Parts  
Morphemic Analysis  
Sight Words  
Last Word  
 
Chapter 12. Fluency
Reading Fluency  
Neural Pathways and Networks  
Strategies for Enhancing Reading Fluency  
Avoid Round-Robin Reading  
Last Word  
 
Chapter 13. Comprehension of Narrative Text
Comprehension Basics  
Teaching Tips  
Activities Organized by Cognitive Process  
Last Word  
 
Chapter 14. Comprehension of Expository Text
Expository Text  
Teacher Pre-Reading Strategies  
Study-Skill Strategies  
Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension  
Last Word  
 
Chapter 15. Vocabulary
Attending to Vocabulary  
General Principles for Developing Students’ Vocabulary  
Strategies for Developing Students’ Vocabulary  
Visual Displays and Graphic Organizers  
Last Word About Words  
 
Chapter 16. Writing
The Why and How of Writing  
Specific Strategies  
Last Word  
 
Epilogue

Andy Johnson has written a unique professional text, unique because this may be the first American book to discuss reading difficulties from a top-down perspective. What Johnson does, quite eloquently, is to argue the limitations of the bottom-up perspective for developing readers. On the other hand, Johnson presents the research supporting a top-down perspective, especially for developing readers who read with understanding. He doesn't argue against developing student decoding proficiencies as much as he argues for a far more contextualized approach in the development of this aspect of emergent literacy and for a much more important role for student self-selection of texts and for the engagement of students in wide reading.

His arguments are clear and his writing is easy to read. His suggestions for instruction are research-based and cover early literacy development quite completely. Primary grade teachers, especially, will love this book, and rightfully so. 

Dick Allington, Professor of Education
University of Tennessee

"As an educator with 30 years’ experience as a reading specialist and learning disabilities teacher, I recommend this book as a resource that pulls together divergent ideas about reading, and weaves them together in a way that makes sense."

Joan Whoolery, Reading Specialist
Fairfax County Public Schools, Alexandria, VA

"It has become fashionable in recent years to view the teaching of reading as being as simple as getting children to sound out words. This is understandable. When we look at a page we see words made of out of letters, so it's easy to think that that's all there is to it. And for legislators and publishers this is an attractive proposition. The fundamental job of teaching children to read becomes something simple, logical, easy to measure, and of course easy to explain to parents. However, a closer look at what really goes on when we read soon tells us that the story is deeper, more beautiful, and more complex. Those words refuse to play ball (try “give” and “hive”) and when we read we don't actually look at every letter in every word--far from it. Professor Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner."

Terry Bernstein, (London Borough of Barnet) and former Senior Literacy Difficulties Specialist
London Boroughs of Camden and Westminster. (UK)

"This book for teachers who want to help their struggling students learn to read and write includes classroom-tested reading and writing strategies and activities that students will enjoy and practice. Creating the conditions for student success is all spelled out in this book."

Paul Wickham
Contra Costa County Office of Education, retired teacher from the Los Angeles Unified School District

"This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text. He suggests reading teachers need to de-emphasize phonics and use activities that ask the student to also use semantic and syntactical cues. The text includes ten chapters of instructional elements with tons of activities to increase motivation, phonic awareness, and fluency."

Marty Duncan, Ed.D., educator, author, former teacher and superintendent
Key features

This text includes the following:

  • Advanced organizers, charts, and figures that will be used to demonstrate exactly how each strategy is used and applied  
  • References to a website that contains a wealth of teacher resources that they can use (www.OPDT-Johnson.com)
  • Links to short, video mini-lectures that the author has prepared.  These are between two and eight minutes in duration.  See the example at:  www.youtube.com/watch?v=LuwLTDYIRNM   
  • Appendices for graphic organizers, examples of authentic assessment, and additional reading and writing activities

Purchasing options

Volume Discounts Available

contact corwin

Please select a format:

ISBN: 9781483373775

For instructors