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Reading Strategies for Elementary Students With Learning Difficulties
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Updated Edition of Bestseller

Reading Strategies for Elementary Students With Learning Difficulties
Strategies for RTI

Second Edition


© 2009 | 272 pages | Corwin

"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.

 
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

“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

The authors have updated the research throughout, including references to research about reading and the brain which have been conducted since the publication of the first edition. They have added information about IDEA legislation and RTI initiatives. In addition, explanations of RTI, RTI case studies, and new instructional strategies were added to each chapter. The case studies show teachers how to implement intervention and track student progress. New figures and charts were added to support the material on RTI.


Sample Materials & Chapters

Preface

Chapter 1: The Reading Brain, Literacy Instruction, and RTI


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