[Book Cover]

How to Become a Better Reading Teacher: Strategies for Assessment and Intervention, 1/e

Lillian R. Putnam, Emerita, Kean College of New Jersey

Published July, 1995 by Prentice Hall Career & Technology

Copyright 1996, 347 pp.
Paper
ISBN 0-02-397045-6


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Summary

State-of-the-art in perspective, this text presents a concise collection of the best information presently available on reading disabilities diagnosis and remediation. In 30 chapters — each devoted to an important phase/aspect of the reading process — 30 experts from various fields discuss the identification of reading strengths and weaknesses among students, assessment, and instructional strategies for remediation.

Features


reflects the diverse philosophies and experiences of experts in the field — all of whom are successful clinicians/practitioners — including educators, researchers, optometrists, audiologists, psychologists, psychiatrists, IRA Board members, editors of Reading Teacher, etc.
addresses multiple types of disabilities, and multiple types of diagnoses and remediations.
each chapter relates to a different phase of remediation.
each aspect of the reading process — and associated disabilities — are discussed by an expert in the particular area — e.g., vision, emotional problems, language disabilities, hearing, dyslexia, etc.
considers diagnosis by computer.
includes chapters on the teaching of writing and spelling — because of their close association to reading.


Table of Contents
I. IDENTIFYING STRENGTHS AND WEAKNESSES.

    1. The Role of vision in Reading Disability, Lois B. Bing.
    2. Problems with Auditory Processing, Robert M. DiSogra.
    3. Emotional Difficulties of Disabled Readers, Adella C. Youtz.
    4. Process Disorders: Auditory, Visual, and Graphomotor, Robert C. Andrews.
    5. Neuropsychological Evidence for Subtypes in Developmental Dyslexia, Margaret Semrud-Clikeman.
    6. Identifying Dyslexic Students, Ellis Richardson and Barbara DiBenedetto.
    7. Concepts of Dyslexia, Jack C. Westman.
    8. The Role of Technology in Reading Diagnosis and Remediation, John E. McEneaney.
    9. Factors Affecting the Choice of Remedial Methods, Lillian R. Putnam.

II. ASSESSMENT.
    10. Using Standardized Tests, Observations, and Nontraditional Assessment Techniques to Identify Specific Factors in Reading, Phyllis DiMartino Fantauzzo.
    11. Using Informal Reading Inventories in Classroom and Clinic, Jerry L. Johns.
    12. Documenting Children's Literacy, Jeanne R. Paratore, Sally Shoemaker, and Anita Mauro.
    13. A Model for Assessment and Targeted Instruction for Children with Reading Problems, Steven A. Stahl and J. Michael Pickle.
    14. Collaborative Assessment in Language and Reading, Lois A. Bader and Kathleen Balchak Fahey.
    15. Conversations with Children and Other Classroom-Based Assessment Strategies, Marjorie Youmans Lipson.
III. INSTRUCTIONAL STRATEGIES FOR REMEDIATION.
    16. Are Decoding and Literature-Based Reading Programs Incompatible?, Marilyn Jager Adams.
    17. Sample Remediation Techniques, Catherine Bing Lipkin.
    18. Integrating Approaches to the Remediation of Reading Disability, Barbara DeBenedetto.
    19. Decoding and Comprehension Instruction, Marcia K. Henry.
    20. Reading Comprehension Instruction for Disabled Readers, Katherine Maria.
    21. Intervention for Adolescents “At Risk,” Mary E. Curtis.
    22. Developing At-Risk Readers' Oral Reading Fluency, D. Ray Reutzel.
    23. Five Lessons to Increase Reading Fluency, Timothy Rasinski and Nancy Padak.
    24. Five Misconceptions about Effective Remediation, Barbara J. Walker.
    25. Teaching Dyslexic Students, Ellis Richardson.
    26. Teaching Mainstreamed Dyslexic Students, Jo Ann Reinhart.
    27. Seven Recommendations for Remediating Writing Difficulties, Vicki A. Jacobs.
    28. Teaching Disabled Spellers, Robert Schlagal.
    29. Spelling: The Foundation of Word Knowledge for the Less-Proficient Reader, Shane Templeton.
    30. Using Computer Technology to Aid the Disabled Reader, Ernest Balajthy.

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