Understanding Reading Problems: Assessment and Instruction Plus MyEducationLab with Pearson eText -- Access Card Package

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --The Eighth Edition of Understanding Reading Problems is a thorough updating of a market-leading book written by highly popular authors Jean Wallace Gillet, Charles Temple, Codruta Temple, and Alan Crawford. Featuring classroom-based, teacher-driven approaches to effective reading assessment and remediation, this new edition covers reading processes, their assessment and their corrective instruction and includes thorough treatments of reading and writing at every stage of development. The Eighth Edition is organized by developmental levels, with explanations of reading issues at each level, approaches to assessment, and teaching methods delivered at the point of need.

Table of Contents:
Contents   Preface    chapter 1   Reading and Its Assessment   Framing the Issues     Reading Assessment     Different Assessments for Different Phases of Instruction    Approaches to Assessment    The Process of Learning to Read at Different Stages  Emergent Literacy    Beginning Reading     Fledgling Reading    Developing Reading   Mature Reading  Differentiated Instruction     Response to Intervention   Summary    References      CHAPTER 2  Response To Intervention (RTI) and Struggling Readers From a Discrepancy Model to Response to Intervention: The Origins of RTI    Individuals with Disabilities Education Act of 1997(IDEA)    Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)    Response to Intervention (RTI)    No Child Left Behind (NCLB) and Reading First Characteristics of RTI: What It Is, What It Isn’t Recommended Principles of RTI from the International Reading Association The Multi-Tiered Structure of RTI    Tier One: General Education Program    Tier Two: Small-Group Intervention    Tier Three: Intensive Intervention Approaches and Models for Implementing RTI    Interactive Strategies Approach (ISA)    Comprehensive Intervention Model (CIM) The Role of Assessment in RTI    Curriculum-Based Measurement (CBM) (benchmark assessment)    Diagnostic Assessment    Progress Monitoring    False Positives Evidence-Based Literacy Programs Members of the RTI Team and Their Roles RTI in Middle Schools and High Schools    Middle Schools    High Schools Implications of RTI for Special Education English Language Learners and RTI RTI and the Gifted The Role of Technology in RTI Summary Reference     CHAPTER 3  Assessing and Teaching Emergent Readers    Understanding Emergent Literacy    Aspects of Emergent Literacy Assessing Emerging Readers    Assessing Print Concepts    Alphabet Knowledge    Assessing Alphabet Knowledge    The Concept of Word    Assessing the Concept of Word    Phonological Awareness    The Importance of Phonological Awareness    Assessing Phonological Awareness    Distinguishing Rhyming Words from Non-rhyming Words    Producing Rhymes    Phoneme Isolation    Phoneme Comparison    Phoneme Addition    Phoneme Subtraction    Phoneme Segmentation    Assessing Phonemic Awareness by Means of Invented Spelling    Oral Language Development    Vocabulary    Assessing Vocabulary    Syntax, or Grammar    Decontextualized Language    Assessing for Knowledge of Decontextualized Language    Narrative Comprehension    Picture Walk    Story Retelling    Prompted Comprehension    Widely Distributed Tests of Emergent Literacy Teaching for Emergent Literacy    Teaching Print Orientation Concepts    Teaching the Alphabet    Alphabet Books    Letter-Matching Games    Sounds and Letters    Teaching the Concept of Word    The Voice-Pointing Procedure    Cut-Apart Words    Dictated Experience Accounts    Morning Message    Teaching to Build Phonological Awareness    At the Syllable Level    At the Onset-and-Rime Level    At the Phoneme Level    Teaching for Many Things at Once    Reading Storybooks    Reading Many Books, Repeatedly    Reading Expressively    Shared Reading    Conducting a Shared Reading Lesson    Dialogic Reading    Teaching to Nurture Vocabulary Development    Teaching Decontextualized Language    Storytelling for Comprehension    Learning Stories to Tell Summary References CHAPTER 4: Assessing and Teaching Beginning and Fledgling Readers and Writers   Components of Beginning and Fledgling Reading    Word Recognition    Sight Words    High Frequency Sight Words    Sight Words as Learned Words    Word Recognition by Decoding    Comprehension, the Ability to Derive Meaning from Text    Reading Fluency Assessing Beginning and Fledgling Readers    Running Records    Running Records to Document Progress    Running Records and Text Difficulty    Further Assessments of Beginning and Fledgling Readers    Assessing Knowledge of Sight Words    Assessing Word Knowledge through Invented Spelling: The Monster Test    Applying the Results of The Monster Test    Assessing Word Knowledge By Means of Novel Words: Demtup Instruction for Beginning and Fledgling Readers    Tutoring Lesson    Writing    Shared writing with individual children    Interactive Writing With a Small Group    Attention to Handwriting    Word Study    Sound Boards    Making and Breaking Words    Push It Say It   Teaching High Frequency Words    Reading aloud    The Language Experience Approach Planning and Record Keeping Summary References     CHAPTER 5: Informal Assessments of Reading Informal Reading Inventories Selecting an Informal Reading Inventory   Quality of Passages.    Types of Text.     Quality of Questions.     Format and Instructions.   Administering an Informal Reading Inventory   Where to Start Starting with Word Lists.   Starting with Passages.     Where to Stop Step-by-Step Administration Reinspection and Comprehension Retelling and Comprehension Marking Oral Reading Miscues Assessing Listening Comprehension Assessing Recognition of Words in Isolation Scoring an Informal Reading Inventory Levels of Reading Ability The Independent Level The Instructional Level The Frustration Level The Listening Level The Usefulness of Reading Levels Oral Reading Accuracy Reading Fluency Reading and Listening Comprehension Scoring the Word Recognition Inventory Keeping Track of Scores Interpreting an Informal Reading Inventory Establishing Reading and Listening Levels Qualitative Analysis of Oral Reading Miscues Comparing Miscues.     Scoring Miscue Acceptability.   What Makes a Miscue Acceptable?   Dialects and Miscues.   What about Names?   Analyzing Reading Comprehension Comprehension Skill Patterns Patterns in Listening Comprehension Analyzing Word Recognition in Isolation Observations of Reading Behaviors and Strategies Observing Readers Physical Behaviors Cognitive Behaviors Reading Strategies Observed Recording Observations Monitoring Types and Difficulty of Texts Read Guided Reading Levels Readability Estimates The Fry Readability Chart Lexiles Cloze Procedures Constructing a Cloze Passage Administering a Cloze Passage Scoring and Interpreting a Cloze Maze Tests Student Portfolios Showcasing Achievement Documenting Progress Demonstrating Effort Fostering Self-Evaluation and Reflection Kinds of Portfolios Organizing a Portfolio Program What Goes into a Portfolio? Primary Grades Middle and Upper Grades Evaluating Portfolios Teaching Self-Evaluation Teaching Goal Setting Teacher Evaluations Parent Evaluations Portfolio Conferences Teacher-Student Conferences Peer Conferences Parent Conferences Measuring Attitudes and Interest in Reading Summary References       CHAPTER 6: Teaching Developing Readers Phonics And Word Knowledge For Developing Readers   Word Knowledge At Different Levels    Logographic Reading    Transitional Alphabetic Reading    Alphabetic Reading    Orthographic Reading    Derivational Reading Teaching Phonics   Word Study At More Advanced Levels   Guiding Word Study    Teaching Words With Shared Phonogram Patterns    Teaching Words With Grammatical Affixes And Derivational Affixes    Teaching Homophones And Homographs   Developing Sight Vocabulary    Dictated Stories and Language Experience    Support Reading: Echo Reading and Choral Reading    Developing Word Analysis Strategies    Using Context   Approaching Word Attack Strategically Assessing Reading Fluency Developing Reading Fluency   Modeling Fluent Oral Reading   Providing Oral Support For Reading   Providing Practice In Oral Reading   Repeated Reading For Fluency   Predictable Books, “Easy Readers,” And Other Easy Reading Fare Developing Readers’ Vocabulary   Levels of Vocabulary Knowledge    Dissecting Children’s Vocabulary    Approaches to Teaching Vocabulary    Teaching the Use of Context Clues to Vocabulary Developing Reading Comprehension   For the Phase of Anticipation   For the Phase of Building Knowledge   For the Phase of Consolidation Developing Listening Comprehension Time Spent Reading Summary References     CHAPTER 7: Assessing and Teaching Middle and Secondary School Readers and Writers     The Reading and Writing Issues of Older Students Why Should We Be Concerned About Older Students’ Reading and Writing Ability? Responding to the Needs of Readers and Writers in Middle and Secondary Grades A Range of Responses to Older Students’ Reading and Writing Needs. Reading Strategies for Use Across the Curriculum Strategies for the Anticipation Phase Advance Organizers    The Anticipation Guide    Group Brainstorming    Paired Brainstorming    Terms In Advance    Think/Pair/Share Free Writing Semantic Map K now/Want to Know/Learn.  Strategies for the Building Knowledge Phase    The I.N.S.E.R.T. Model    Text Coding Study Guides Dual-­Entry Diaries Cooperative Learning: Jigsaw II Strategies for the Reflection Phase    The Discussion Web Academic Controversy Providing Close Support for Students’ Reading Development Organizing Focused Strategic and Intensive Instruction Assessing Readers for Focused Instruction Planning Lessons for Disabled Readers Teaching Strategies to Build Reading Competence    Thinking Aloud    ReQuest Procedure    Visualizing Questioning the Author Reading and Questioning Audio Books Introducing  and Focusing Attention on New Vocabulary Word Conversations Vocab-o-gram Webbed Questions   The Frayer Model Helping Older Students Write Eleven Elements of Effective Adolescent Writing Instruction Teaching Writing Strategies and Teaching the Writing Process Approach.  Rehearsing Drafting Revising Editing or Proofreading Publishing Focused Lessons Having Goals for Writing Keyboarding Skill Writing For Inquiry    Ten-­Minute Essays and Other Free Writes    The Five-­Minute Essay Three-­Part Diaries    The I-Search Paper Motivational and Emotional Issues of Adolescent Students with Reading Problems Guiding Principles and Theories Establishing Trust Providing Literate Role Models Reducing the Feeling of Learned Helplessness or Passive Failure Legitimizing Personal Knowledge and Experiences Developing a Learning Environment Summary References         CHAPTER 8: Assessing Spelling and Writing Monitoring Spelling Progress and Problems Developmental Spelling Stages    Early Emergent Stage    Later Emergent Stage    Letter-Name Stage    Within-Word Pattern Stage    Syllables and Affixes Stage    Derivational Constancy Stage Assessing Spelling Progress    The Word Knowledge Inventory Developmental Spelling Analysis The Gentry Spelling Grade-Level Test Monitoring Writing Progress Writing Samples Writing Checklists Six Traits Writing Evaluation Writing Rubrics     CHAPTER 9: Working with Culturally and Linguistically Diverse Students Culture and schooling Cultural differences in the mainstream classroom    Conceptualizing literacy    Communication styles    Participation structures    Task-engagement preferences    Discourse organization    Accommodating cultural differences in the mainstream classroom Linguistic differences in the mainstream classroom    Languages and dialects    The Ebonics debate    Accommodating non-standard dialects in the mainstream classroom    English language learners    How does English compare to other languages?    Phonology    Morphology    Syntax    Pragmatics    Writing systems    Accommodating linguistic differences in the mainstream classroom    How do people learn a second language?    Supporting English language development in the mainstream classroom    The role of the first language in second language and literacy development    Including English Language Learners’ first languages in the mainstream   classroom    Creating a multilingual classroom environment    Translation    Bilingual books    Multilingual newsletters Assessment of culturally and linguistically diverse students Instructional suggestions    Strategies for developing listening comprehension    Strategies for developing phonemic awareness and phonics    Strategies for developing reading fluency    Strategies for developing vocabulary    Developing reading comprehension    Strategies for teaching grammar    Strategies for developing awareness of text structure    Strategies for supporting writing development Summary List of figures References Appendix A     CHAPTER 10: Understanding Formal Measures of Literacy Ability Understanding Formal Measures Characteristics Of Tests Reliability Validity Interpreting Test Results Distributions Of Test Scores Measures Of Central Tendency: Mean, Median, And Mode Measures Of Dispersion: Range And Standard Deviation Forms Of Test Scores Norm-Referenced Tests Achievement Tests Diagnostic Tests Criterion-Referenced Tests Goals And Objectives Benchmarks And Rubrics State Standards And Assessment Summary References          Chapter 11   Factors Related to Reading Problems    Philosophical and Legal Issues Related to Special-Needs Students  Past Legislation Affecting Special-Needs Students     IDEA 2004 and NCLB    Student Participation in General Education    Identifying Special-Needs Students     Assessment of Special Educational Needs    Intellectual Factors  Tests of Intelligence and Learning Aptitude     The Role of Experience     Physical Factors     Vision and Visual Problems    Hearing and Auditory Problems  Language Factors    Language Acquisition and Difficulties in Infancy and Early Childhood     Language Development and Difficulties in Preschool and Primary Grades     Language Development and Difficulties in Later Childhood  Special Learning Problems    Learning Disabilities     Dyslexia    Designing Individualized Interventions     Interventions for Phonological Awareness    Interventions for Improving Fluency  Summary    References       Index    

About the Author :
Jean Gillet has been an elementary reading specialist in central Virginia. She has also served as a classroom teacher, staff development specialist, and university educator. Her professional interests include the diagnosis and correction of reading difficulties, children’s developmental spelling, and children’s writing. Jean’s extensive published work includes topics such as including contributing to classroom instructional materials on writing and spelling. The coauthor of several textbooks for teachers on language arts, reading, writing, and spelling, she received her doctorate from the University of Virginia.     Charles Temple teaches courses in literacy and peace studies at Hobart and William Smith Colleges in Geneva, New York. Dr. Temple studied with the late Edmund Henderson at the University of Virginia, where he explored reading instruction, reading disabilities, invented spelling, and what was to become emergent literacy. His published books cover such topics as emergent literacy, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature. He is a director of Critical Thinking International, Inc., a non-profit corporation that develops materials and fields mid-career professionals for teacher training around the world.   Codruta Temple taught English as a foreign language and was principal of a bilingual lyceum (high school) in Romania.  She taught French as a Fulbright Scholar in California before moving permanently to the United States, where she earned a PhD. in English Education and linguistics at Syracuse University. Professor Temple now divides her time between teaching ESL methods and linguistics at New York State University College at Cortland and at Hobart and William Smith Colleges in Geneva.   Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles. A Past President of the California Reading Association, he has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-90). He is a director of Critical Thinking International and frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa  

Review :
“The text provides invaluable information on how to assess as well as offer instruction to struggling readers ranging from emergent and beginning to older readers.” Ioney James, North Carolina A & T State University