Instructing Students Who Have Literacy Problems
7th Edition
Published on 23. June 2014
Loose-leaf edition
608 pages
978-0-13-356329-0 (ISBN)
Description
Note: This is the loose-leaf version of Instructing Students Who Have Literacy Problems and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133830934.
Long valued for its coverage of both assessment and instructional strategies, this widely popular reading diagnosis text presents a balanced view of literacy instruction, thoroughly examining interventions for students having difficulties with word study and reading comprehension. Instructing Students Who Have Literacy Problems, 7/e incorporates chapters on both formal and informal assessment with instructional interventions, allowing instructors to use this versatile text for one inclusive course or for two separate courses on diagnosis and instruction. Student case studies, as well as vignettes of teachers in action, illustrate real-world applications based on extensive research and the theoretical foundations of reading intervention. The new edition is available as an enhanced eBook, includes suggestions for using technology to teach struggling readers, addresses the Common Core State Standards, and includes numerous other features that establish the text as an influential and invaluable resource in the fields of reading assessment, diagnosis, and remediation. The Enhanced Pearson eText features embedded video.
Improve mastery and retention with the Enhanced Pearson eText*
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:
Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
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*The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.
*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.
Long valued for its coverage of both assessment and instructional strategies, this widely popular reading diagnosis text presents a balanced view of literacy instruction, thoroughly examining interventions for students having difficulties with word study and reading comprehension. Instructing Students Who Have Literacy Problems, 7/e incorporates chapters on both formal and informal assessment with instructional interventions, allowing instructors to use this versatile text for one inclusive course or for two separate courses on diagnosis and instruction. Student case studies, as well as vignettes of teachers in action, illustrate real-world applications based on extensive research and the theoretical foundations of reading intervention. The new edition is available as an enhanced eBook, includes suggestions for using technology to teach struggling readers, addresses the Common Core State Standards, and includes numerous other features that establish the text as an influential and invaluable resource in the fields of reading assessment, diagnosis, and remediation. The Enhanced Pearson eText features embedded video.
Improve mastery and retention with the Enhanced Pearson eText*
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:
Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.*
Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.
*The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.
*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.
Reviews / Votes
This textbook provides the basic foundational knowledge necessary to understand teaching literacy. It is a valuable resource because it can be used for all grade levels. It provides a wealth of knowledge on the foundations of literacy, current issues in education, and a refined focus on assessment and instruction, going in depth with what many feel to be a very intimidating process.The textbook lays out activities and strategies that are considered top-down and bottom-up, therefore covering the whole spectrum to help teachers choose methods for a balanced approach. -- Shawn Lee Coskey, East Stroudsburg University
This book is easy to read, comprehend, and apply. It has a very good overview of assessment, basic reading problems, and adaptive measures. The authors have done an excellent job including the most important topics for an assessment/clinical experience course. Although challenging, it is simplistic in format. Many students would appreciate this as it appears to be the essential "capsule" for intervention. -- Patricia J. Pollifrone, Ph.D., Gannon University
A comprehensive textbook about assessing and working with literacy in the classroom. The text provides wonderful, concrete examples for the classroom, and has quite a few research-to-practice materials for future teachers. The strategies incorporated into this text were very engaging and would help future teachers set up lesson plans for their students. -- Dr. Patricia L. Jones, Tennessee Wesleyan College
More details
Edition
7th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 10 mm
Width: 10 mm
Thickness: 10 mm
Weight
1034 gr
ISBN-13
978-0-13-356329-0 (9780133563290)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
Sandra McCormick is a Professor Emerita and former Director of the Reading Clinic at the Ohio State University. She is an author of six previous editions of this popular text, the graduate-level textbook, Remedial and Clinical Reading Instruction (Merrill), and numerous articles on delayed readers published in Reading Research Quarterly, The Reading Teacher, Journal of Learning Disabilities, Language Arts, and other journals. Dr. McCormick has served on the Board of Directors of the International Reading Association and was coeditor, with Jerry Zutell, of the National Reading Conference Yearbook.
Jerry Zutell is a Professor Emeritus and former Director of the Reading Clinic at the Ohio State University. He is a noted researcher and writer about oral reading fluency, spelling development, and related instructional practices. He is the developer of the Directed Thinking Spelling Activity (DSTA), an innovative student-active cycle of word study instruction, and the Theme-Context-Roots-Reference-Review (TC3R) model of vocabulary instruction. Dr. Zutell is a senior author of Spell It --Write! (Zaner-Bloser, 1998), coauthor of Essential Strategies for Word Study (Scholastic, 2010), and author of the vocabulary series, Word Wisdom (Zaner-Bloser, 2005, 2013). Dr. Zutell was coeditor, with Sandra McCormick, of the National Reading Conference Yearbook.
Jerry Zutell is a Professor Emeritus and former Director of the Reading Clinic at the Ohio State University. He is a noted researcher and writer about oral reading fluency, spelling development, and related instructional practices. He is the developer of the Directed Thinking Spelling Activity (DSTA), an innovative student-active cycle of word study instruction, and the Theme-Context-Roots-Reference-Review (TC3R) model of vocabulary instruction. Dr. Zutell is a senior author of Spell It --Write! (Zaner-Bloser, 1998), coauthor of Essential Strategies for Word Study (Scholastic, 2010), and author of the vocabulary series, Word Wisdom (Zaner-Bloser, 2005, 2013). Dr. Zutell was coeditor, with Sandra McCormick, of the National Reading Conference Yearbook.
Content
Brief Contents Part 1: Foundations of Remedial and Clinical Reading Instruction
Chapter 1: Basic Concepts and Definitions in Reading
Chapter 2: Causes and Correlates of Individual Differences in Reading Ability
Part 2: Assessment
Chapter 3: Assessment for Identification of Reading Problems
Chapter 4: Assessment for Verifying General Reading Levels
Chapter 5: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 1
Chapter 6: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 2
Part 3: Instructional Interventions
Chapter 7: Important Principles of Instruction for Delayed Readers
Chapter 8: Word Recognition and Fluency
Chapter 9: Word Identification
Chapter 10: Knowledge of Word Meanings
Chapter 11: Comprehension of Narrative Text
Chapter 12: Comprehension of Informational Text
Chapter 13: The Severely Delayed Reader and the Nonreader
Chapter 14: English Language Learners and Other Learners with Special Needs
Chapter 1: Basic Concepts and Definitions in Reading
Chapter 2: Causes and Correlates of Individual Differences in Reading Ability
Part 2: Assessment
Chapter 3: Assessment for Identification of Reading Problems
Chapter 4: Assessment for Verifying General Reading Levels
Chapter 5: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 1
Chapter 6: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 2
Part 3: Instructional Interventions
Chapter 7: Important Principles of Instruction for Delayed Readers
Chapter 8: Word Recognition and Fluency
Chapter 9: Word Identification
Chapter 10: Knowledge of Word Meanings
Chapter 11: Comprehension of Narrative Text
Chapter 12: Comprehension of Informational Text
Chapter 13: The Severely Delayed Reader and the Nonreader
Chapter 14: English Language Learners and Other Learners with Special Needs