For courses in Reading Assessment, Diagnosis and Remediation.
Comprehensive, practical, and up to date, Assessing and Correcting Reading and Writing Difficulties presents a wealth of examples and thorough coverage of procedures for assessing and instructing below-level readers and writers from pre-k through grade 12. The book covers virtually all aspects of assessment, including basic concepts of tests and measurements; standardized measures, and informal but highly regarded techniques. The book's thorough, practical coverage of instructional techniques includes approaches for working with readers and writers who have the most severe difficulties. Some 46 sample lessons covering virtually every essential skill are presented and accompanied by numerous suggestions for practice and reinforcement, including the use of technology. The texttakes the position that with the right kind of instruction and reinforcement, virtually all students can learn to read and write complex text, which is the foundation for being college- and career-ready.
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Table of Contents:
BRIEF TABLE OF CONTENTS - Introduction to Literacy Difficulties
- Factors Involved in Reading and Writing Difficulties
- Overview of Assessment
- Placing Students and Monitoring Progress
- Assessment of Reading and Writing Processes
- Assessment of Cognitive, School, and Home Factors
- Emergent Literacy and Prevention Programs
- Teaching Phonics, High-Frequency Words, and Fluency
- Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
- Building Vocabulary
- Building Comprehension
- Reading to Learn and Remember in the Content Areas
- Building Writing Strategies
- Tier II and III Programs for Students of All Ages
- Organization of Intervention and Corrective Programs
Appendix A: Informal Assessment Measures Appendix B: Sample Assessment Report Glossary References Index DETAILED TABLE OF CONTENTS - Introduction to Literacy Difficulties
- Using What You Know
- Anticipation Guide
- Nature of Reading Difficulties
- The Nature of Intervention and Corrective Instruction
- Principles of Intervention and Corrective Instruction
- Impact of Federal Legislation and Standards
- Summary
- Application Activities
- Factors Involved in Reading and Writing Difficulties
- Using What You Know
- Anticipation Guide
- Interacting Factors in Reading and Writing Difficulty
- Cognitive Factors
- Language Factors
- Affective Factors
- Physical Causes
- Social, Cultural, Economic, and Educational Factors
- Summary
- Application Activities
- Overview of Assessment
- Using What You Know
- Anticipation Guide
- Principles of Effective Assessment
- Tests
- Assessing for Learning
- Evaluating Assessment Devices
- High-Stakes Tests
- Assessing English Language Learners
- Summary
- Application Activities
- Placing Students and Monitoring Progress
- Using What You Know
- Anticipation Guide
- The Informal Reading Inventory
- Reaching the Frustration Level
- Establishing Listening Capacity
- Running Records
- Planning Instruction
- Based on IRI, Miscue Analysis, or Running Record Results
- IRI-Based Tests
- Screening, Monitoring Progress, and Benchmarking
- Summary
- Application Activities
- Assessment of Reading and Writing Processes
- Using What You Know
- Anticipation Guide
- Reading Processes: Decoding
- Reading Processes: Comprehension and Study Skills
- Assessing Vocabulary Knowledge
- Assessing
- Writing
- Spelling and Handwriting
- Summary
- Application Activities
- Assessment of Cognitive, School, and Home Factors
- Using What You Know
- Anticipation Guide
- Assessment of Capacity
- Tests of Listening, Language, Memory, Associative Learning, and Word Finding
- Assessing the Instructional Situation
- Case History
- Summarizing, Organizing, Interpreting, and Reporting Assessment Data
- Mini–Case Study
- Summary
- Application Activities
- Emergent Literacy and Prevention Programs
- Using What You Know
- Anticipation Guide
- Emergent Literacy and Prevention Programs
- Using Read-Alouds and Writing to Develop Emergent Literacy
- Phonological Processes and Reading
- Letter Knowledge
- Mini–Case Study
- Prekindergarten Prevention Programs
- Summary
- Application Activities
- Teaching Phonics, High-Frequency Words, and Fluency
- Using What You Know
- Anticipation Guide
- Phonics and the Struggling Reader
- Teaching Consonants
- Teaching Vowels
- Mini–Case Study
- Word-Analysis Strategies
- Mini–Case Study
- High-Frequency Words
- Fostering Fluency
- Mini–Case Study
- Summary
- Application Activities
- Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
- Using What You Know
- Anticipation Guide
- Syllabic Analysis
- Morphemic Analysis
- Contextual Analysis
- Using the Dictionary
- Balanced Use of Strategies
- Mini–Case Study
- Summary
- Application Activities
- Building Vocabulary
- Using What You Know
- Anticipation Guide
- The Nature of Vocabulary Instruction for Underachieving Readers
- Principles of Vocabulary Instruction
- Teaching Words
- Teaching
- Vocabulary to English Learners
- A Full Program of Vocabulary Development
- Mini–Case Study
- Summary
- Application Activities
- Building Comprehension
- Using What You Know
- Anticipation Guide
- Theories of Comprehension
- Comprehension Strategies
- Beyond Strategies
- Importance of Background Knowledge, Reasoning and Talk
- Lessons and Teaching Techniques that Foster Comprehension
- Mini–Case Study
- Summary
- Application Activities
- Reading to Learn and Remember in the Content Areas
- Using What You Know
- Anticipation Guide
- The Challenge of Content-Area Instruction
- Framework for Teaching Content-Area Reading
- Using Text Structure
- Instructional Techniques
- for Fostering Learning From Text
- Textbooks in the Content Areas
- Teaching Literature to Struggling Readers
- Reading to Learn and Remember
- Mini–Case Study
- Summary
- Application Activities
- Building Writing Strategies
- Using What You Know
- Anticipation Guide
- Struggling Writers and the Nature of Writing
- Writing Workshop
- Composing Narrative, Explanatory/Informational, and Persuasive Texts
- Writing Programs for Low-Achieving Readers and Writers
- Mini–Case Study
- Spelling and Handwriting
- Summary
- Application Activities
- Tier II and III Programs for Students of All Ages
- Using What You Know
- Anticipation Guide
- Approaches to Intervention
- Intervention Programs
- The Need for Specialized Techniques
- Working with English Learners
- Summary
- Application Activities
- Organization of Intervention and Corrective Programs
- Using What You Know
- Anticipation Guide
- The Changing Face of Intervention
- Components of an Effective Intervention Program
- Matching Students with Materials
- Technology for the Reading/Writing Program
- Summary
- Application Activities
Appendix A: Informal Assessment Measures Appendix B: Sample Assessment Report Glossary References Index
About the Author :
Thomas G. Gunning, a former elementary school reading consultant, junior high English teacher, and secondary school reading specialist, is Professor Emeritus, Southern Connecticut State University, where he has served as department chair and reading clinic director. Gunning has conducted research on group reading inventories, vocabulary assessment, reading disabilities, intervention programs, readability, response to intervention, decoding processes and strategies, and the use of digital technologies to build literacy. Gunning’s other books with Pearson include Creating Literacy Instruction for All Students, 9th Edition; Creating Literacy Instruction for All Students In Grades Pre-k to 4, 2nd Edition; Creating Literacy Instruction for All Students In Grades 4-8, 3rd Edition; Building Literacy in Secondary Content Area Classrooms; Developing Higher-Level Literacy in All Students: Building Reading, Reasoning, and Responding; Closing the Literacy Gap; Phonological Awareness and Primary Phonics; and Building Words: A Resource Manual for Teaching word Analysis and Spelling Strategies.
