Busy classroom teachers get instant access to virtually every classroom assessment tool needed to screen or monitor students’ literacy progress in this reading diagnosis and intervention handbook organised around the sub-skills of reading.
In this widely popular handbook, beginning and experienced teachers alike find the assessment resources and tools they need to document a child’s strengths and areas of need–and get effective instructional strategies to teach skills that are missing. The book is organised around the sub-skills of reading and fits well with most major reading programs currently in use. The main sub-skills of reading–the emergent skills of phonemic awareness and letter recognition, the decoding skills of sight words, phonics, structural analysis, use of context clues, dictionary use, and the meaning related skills of vocabulary and comprehension–are addressed in the first nine chapters. Those chapters are followed by sections on fluency and specific oral reading difficulties and study skills and other reading related abilities.
Each chapter is packed with ready-to-use lesson ideas and assessments and each presents a definition of the reading skill covered, followed by a section on assessing the skill, a section on teaching the skill, and a section on how the skill might impact English Language Learners. Using this resource, readers are able to define each of the sub-skills, know how to observe the development of the skill, do quick assessments of the skill where appropriate, and do in-depth assessments when needed. Access to classroom assessment tools needed to screen or monitor students’ literacy progress is included in each of the first nine chapters.
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Table of Contents:
- Part One: Emergent Literacy Skills
- 1. Developing Phonemic Awareness
- 2. Developing Alphabet Knowledge
- Part Two: Decoding Skills
- 3. Developing Sight Vocabulary
- 4. Developing Phonics Knowledge
- 5. Developing Structural Analysis
- 6. Developing Ability to Use Context Clues
- 7. Developing Dictionary Skills
- Part Three: Comprehension Skills
- 8. Developing Vocabulary Knowledge
- 9. Improving Comprehension
- Part Four: Fluency And Specific Oral Reading Difficulties
- 10. Developing Reading Fluency
- 11. Improving Poor Pronunciation
- 12. Decreasing Omissions
- 13. Decreasing Repetitions
- 14. Decreasing Inversions or Reversals
- 15. Decreasing Insertions
- 16. Decreasing Substitutions
- 17. Decreasing Guessing at Words
- 18. Decreasing Word-by-Word Reading
- 19. Limiting Incorrect Phrasing
- 20. Decreasing Voicing, Lip Movements, Finger Pointing, and Head Movements
- Part Five: Study Skills And Other Abilities
- 21. Developing Reading Speed
- 22. Developing the Ability to Adjust Reading Rate
- 23. Reading at an Appropriate Rate for Comprehending
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About the Author :
Ward A. Cockrum has been involved in literacy education for more than 30 years. His teaching experience includes his positions as a reading specialist in a K–4 school, a middle school reading/science teacher, a fifth-grade teacher and a Pre-first-grade teacher. Currently a professor at Northern Arizona University, he directs the Reading Specialist Endorsement Program and teaches a variety of reading education courses at the undergraduate and graduate levels. Cockrum is the co-author, with James Shanker, of the fifth edition of the Ekwall/Shanker Reading Inventory.
