Descripciones mejoradas de Syndetics:

This text provides numerous examples and thorough coverage of procedures for assessing and instructing struggling readers of all ages. In keeping with current theory, the text emphasizes prevention and early intervention and the belief that virtually all students can learn to read and write on a proficient level if given the proper assistance. It is based on the premise that student performance is variable and that assessment and instruction are planned and modified to meet the varied needs and levels of students. Gunning does not subscribe to a medical model that emphasizes deficiencies, but rather focuses on what students can do. This text calls for inclusion, not exclusion, but recognizes that struggling learners need expert, carefully planned assessment and instruction. Assessment coverage includes a grounding in basic concepts of tests and measurement. While formal, standardized measures are described, emphasis is placed upon informal but highly regarded techniques such as the informal reading inventory, miscue analysis, running records, observation, think-alouds, holistic scoring of writing, and portfolio assessment. assessment and instruction are included throughout the text. Coverage of instructional techniques is thorough and practical. Nine chapters are devoted to instructional techniques.

Tabla de contenidos provista por Syndetics

• Preface(p. xiii)
• Chapter 1 Introduction to Literacy Difficulties(p. 1)
• Using What You Know(p. 1)
• Anticipation Guide(p. 1)
• Reading Difficulty Defined(p. 2)
• Incidence of Reading Problems(p. 5)
• Persistence of Severe Problems(p. 6)
• English Language Learners as Struggling Readers(p. 7)
• The Problem with Using Labels(p. 7)
• The Nature of Corrective Instruction(p. 8)
• Stages of Reading Development(p. 10)
• A Systems Approach(p. 12)
• Interlocking Aspects of Reading(p. 13)
• Principles of Corrective Instruction(p. 14)
• Sources of Help for Low-Achieving Readers(p. 19)
• The Role of Standards(p. 21)
• The Whys of Reading Problems(p. 23)
• Summary(p. 23)
• Application Activities(p. 24)
• Chapter 2 Factors Involved in Reading and Writing Difficulties(p. 25)
• Using What You Know(p. 25)
• Anticipation Guide(p. 25)
• Interacting Factors in Reading and Writing Difficulty(p. 26)
• Cognitive Factors(p. 27)
• Visual Processing Deficits(p. 34)
• Language Factors(p. 37)
• Orthographic Processing(p. 42)
• Social and Emotional Factors(p. 44)
• Physical Causes(p. 48)
• Educational Factors(p. 55)
• Social and Cultural Factors(p. 57)
• Family Factors(p. 58)
• Economic Factors(p. 58)
• Summary(p. 59)
• Application Activities(p. 60)
• Chapter 3 Overview of Assessment(p. 61)
• Using What You Know(p. 61)
• Anticipation Guide(p. 61)
• Principles of Effective Assessment(p. 61)
• Dynamic Assessment(p. 63)
• Assessment Categories(p. 67)
• Authentic Assessment(p. 68)
• Tests(p. 68)
• Evaluating Assessment Devices(p. 76)
• Functional-Level Assessment(p. 78)
• High-Stakes Tests(p. 79)
• Reporting to Parents(p. 80)
• Summary(p. 80)
• Application Activities(p. 81)
• Chapter 4 Placing Students and Monitoring Progress(p. 82)
• Using What You Know(p. 82)
• Anticipation Guide(p. 82)
• The Informal Reading Inventory(p. 83)
• Miscue Analysis(p. 103)
• Running Records(p. 106)
• Planning Instruction Based on IRI, Miscue Analysis, or Running Records Results(p. 111)
• Comparing IRI, Miscue Analysis, and Running Records(p. 111)
• IRI-Based Tests(p. 112)
• Monitoring Progress(p. 114)
• Minicase Study(p. 117)
• Summary(p. 117)
• Application Activities(p. 118)
• Chapter 5 Assessment of Reading and Writing Processes(p. 119)
• Using What You Know(p. 119)
• Anticipation Guide(p. 119)
• Reading Processes: Decoding(p. 120)
• Reading Processes: Comprehension(p. 121)
• Assessing Study Skills(p. 130)
• Assessing Vocabulary Knowledge(p. 131)
• Assessing Writing(p. 133)
• Spelling(p. 141)
• Handwriting(p. 150)
• Summary(p. 151)
• Application Activities(p. 151)
• Chapter 6 Assessment of Cognitive, School, and Home Factors(p. 152)
• Using What You Know(p. 152)
• Anticipation Guide(p. 152)
• Assessment of Capacity(p. 153)
• Role of Intelligence Tests(p. 155)
• Tests of Listening(p. 159)
• Tests of Language(p. 160)
• Assessment of Memory(p. 160)
• Associative Word Learning(p. 161)
• Word Finding(p. 162)
• Assessing the Instructional Situation(p. 163)
• Case History(p. 165)
• Students' Views(p. 168)
• Reading Expectancy(p. 170)
• Summarizing the Data(p. 171)
• Making Recommendations(p. 173)
• Professional Reports(p. 174)
• Assessment: An Ongoing Process(p. 177)
• A Multidisciplinary Approach(p. 178)
• Minicase Study(p. 178)
• Summary(p. 179)
• Application Activities(p. 179)
• Chapter 7 Emergent Literacy and Early Intervention Programs(p. 180)
• Using What You Know(p. 180)
• Anticipation Guide(p. 180)
• Emergent Literacy and Intervention(p. 181)
• Developing Literacy Concepts(p. 186)
• Students' Writing(p. 189)
• Phonological Processes and Reading(p. 193)
• Letter Knowledge(p. 209)
• Early Intervention Programs(p. 211)
• Assessment Systems(p. 220)
• Minicase Study(p. 220)
• Summary(p. 221)
• Application Activities(p. 222)
• Chapter 8 Teaching Phonics, High-Frequency Words, and Fluency(p. 223)
• Using What You Know(p. 223)
• Anticipation Guide(p. 223)
• Phonics and the Poor Reader(p. 224)
• How Words are Read(p. 227)
• Phases in Learning to Read Words(p. 227)
• Types of Word Recognition Difficulty(p. 230)
• Principles of Teaching Phonics(p. 231)
• The Content of Phonics: Consonants(p. 232)
• Approaches to Teaching Consonants(p. 233)
• Other Consonant Elements(p. 234)
• Sequence of Teaching Consonants(p. 239)
• Reinforcement Activities for Consonant Correspondences(p. 239)
• Using a Multisensory Approach to Learn Letter Names and Letter Sounds(p. 243)
• The Content of Phonics: Vowels(p. 244)
• Approaches to Teaching Vowels(p. 246)
• The Role of Phonological Processing(p. 255)
• The Role of Dialect in Teaching Phonics(p. 256)
• Sequence for Teaching Vowels(p. 256)
• Application Through Reading(p. 257)
• Additional Reinforcement for Vowel Patterns(p. 261)
• Internet(p. 268)
• Word-Analysis Strategies(p. 268)
• Using Prompts to Foster the Use of Balanced Decoding Strategies(p. 274)
• Scope and Sequence of Analogy Words and Patterns(p. 278)
• A Means to an End(p. 278)
• High-Frequency Words(p. 278)
• Direct Teaching Approach for High-Frequency Words(p. 283)
• Indirect Teaching Techniques for High-Frequency Words(p. 284)
• Additional Practice Activities for High-Frequency Words(p. 290)
• Fostering Fluency(p. 292)
• Affirming Efforts(p. 301)
• Minicase Study(p. 301)
• Summary(p. 302)
• Application Activities(p. 303)
• Chapter 9 Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies(p. 304)
• Using What You Know(p. 304)
• Anticipation Guide(p. 304)
• Syllabic Analysis(p. 305)
• Approaches to Teaching Syllabic Analysis(p. 306)
• Morphemic Analysis(p. 317)
• Teaching Morphemic Elements(p. 318)
• Software for Morphemic Analysis(p. 323)
• Contextual Analysis(p. 324)
• Using the Dictionary(p. 328)
• Balanced Use of Strategies(p. 331)
• Using Think-Alouds(p. 332)
• Minicase Study(p. 332)
• Summary(p. 333)
• Application Activities(p. 334)
• Chapter 10 Building Vocabulary(p. 335)
• Using What You Know(p. 335)
• Anticipation Guide(p. 335)
• Low-Achieving Readers and Vocabulary(p. 335)
• Stages of Word Learning(p. 336)
• Word Knowledge and Comprehension(p. 338)
• Incidental Versus Systematic Instruction(p. 339)
• Principles of Vocabulary Instruction(p. 340)
• Techniques for Teaching Words(p. 342)
• Teaching Vocabulary to English Language Learners(p. 355)
• A Full Program of Vocabulary Development(p. 356)
• Minicase Study(p. 356)
• Summary(p. 357)
• Application Activities(p. 357)
• Chapter 11 Building Comprehension(p. 359)
• Using What You Know(p. 359)
• Anticipation Guide(p. 359)
• Theories of Comprehension(p. 359)
• Causes of Comprehension Difficulty(p. 362)
• Central Role of Metacognition(p. 362)
• Comprehension Strategies(p. 363)
• Importance of Using Appropriate Materials(p. 382)
• Beyond Strategies(p. 383)
• Approaches to Teaching Strategies(p. 384)
• Collaborative Strategy Instruction: An Exemplary Program(p. 384)
• The Role of Reasoning(p. 386)
• Accountable Talk(p. 386)
• Questions(p. 387)
• Lesson Plans That Foster Comprehension(p. 392)
• Keeping a Visual Running Summary(p. 396)
• Other Techniques for Building Comprehension(p. 397)
• Sentence-Level Comprehension(p. 400)
• Using a Variety of Teaching Techniques(p. 400)
• Minicase Study(p. 401)
• Summary(p. 402)
• Application Activities(p. 403)
• Chapter 12 Reading to Learn and Remember in the Content Areas(p. 404)
• Using What You Know(p. 404)
• Anticipation Guide(p. 404)
• The Quiet Crisis(p. 405)
• Content Enhancement(p. 406)
• Framework for Teaching Content-Area Reading(p. 406)
• Text Structure(p. 409)
• Instructional Techniques for Fostering Learning from Text(p. 420)
• Outstanding Collaborative Approaches(p. 435)
• Content Knowledge(p. 441)
• Textbooks in the Content Areas(p. 442)
• Teaching Literature(p. 445)
• Reading to Learn and Remember(p. 449)
• Aids to Studying(p. 450)
• Study Habits(p. 454)
• Preparing for Tests(p. 457)
• Motivating Students to Put Forth Needed Effort(p. 458)
• Minicase Study(p. 458)
• Summary(p. 459)
• Application Activities(p. 460)
• Chapter 13 Building Writing Strategies(p. 461)
• Using What You Know(p. 461)
• Anticipation Guide(p. 461)
• Extent of Writing Problems(p. 461)
• The Changing Nature of the Writing Process(p. 462)
• Guided Writing(p. 470)
• Strategic Writing Instruction(p. 471)
• Writing Workshop(p. 473)
• The Role of Rubrics(p. 474)
• Writing Programs for Low-Achieving Readers and Writers(p. 475)
• Using Writing to Close the Gap(p. 485)
• Motivating Reluctant Writers(p. 485)
• Writing Instruction for Ell Students(p. 487)
• Preparing for Assessment Prompts(p. 487)
• The Need for a Balanced Program(p. 488)
• Spelling(p. 488)
• Handwriting(p. 496)
• Minicase Study(p. 497)
• Summary(p. 498)
• Application Activities(p. 499)
• Chapter 14 Severe Problem Cases, Students Acquiring English, and Older Students(p. 500)
• Using What You Know(p. 500)
• Anticipation Guide(p. 501)
• The Need for Specialized Techniques(p. 501)
• Vakt Tracing Technique(p. 501)
• Orton-Gillingham Approach(p. 510)
• Other Orton-Based Approaches(p. 511)
• Adapted Word Building(p. 512)
• A Total Program(p. 513)
• Working with Older Problem Readers: Teens and Adults(p. 514)
• Working with Bilingual Learners(p. 516)
• Minicase Study(p. 522)
• Summary(p. 522)
• Application Activities(p. 523)
• Chapter 15 Organization of Early Intervention and Corrective Programs(p. 524)
• Using What You Know(p. 524)
• Anticipation Guide(p. 524)
• The Changing Face of Intervention(p. 525)
• Components of an Intervention Program(p. 528)
• Working with the Administration(p. 535)
• Professional Development(p. 535)
• Tutors(p. 535)
• Materials(p. 536)
• Sources of Information About the Readability of Books(p. 542)
• Voluntary Reading(p. 542)
• Technology for the Reading/Writing Program(p. 543)
• Teacher Tools(p. 544)
• Evaluation(p. 546)
• Summary(p. 546)
• Application Activities(p. 548)
• Appendix A Informal Assessment Measures(p. 550)
• Appendix B High-Interest, Low-Readability Books(p. 554)
• Appendix C Sample Assessment Report(p. 569)
• References(p. 578)
• Index(p. 615)