Effective Reading Strategies: Teaching Children Who Find Reading Difficult

Effective Reading Strategies: Teaching Children Who Find Reading Difficult, 2/e

Timothy Rasinski
Nancy Padak, both of Kent State University

Published August, 1999 by Prentice Hall Career & Technology

See other books about:
Reading Assessment/Diagnosis and Remediation-Curriculum and Instruction

Reading Methods in Elementary School-Curriculum and Instruction

Reading Methods Supplementary Texts-Curriculum and Instruction

Summary

This text is appropriate for undergraduate and graduate Reading Diagnosis and Remediation courses, courses in meeting individual needs in reading, or as a supplement in clinical courses. This practical text clearly defines the reading and writing process and demonstrates how to assist students with reading difficulties. It offers an easy-to-read format that includes an extensive and rich digest of instructional strategies that have been proven effective in helping children who experience difficulty in learning to read. Strategies and stories in teachers' voices help make this book useful and inviting.

Features

NEW—Adds a chapter on early intervention —that focuses on phonemic awareness, learning conventions of print, and introducing young children to the uses and functions of reading and writing.
NEW—Addresses many current topics—such as word recognition, motivation, fluency, and family involvement.
NEW—Updates the chapter on Developing Positive Attitudes for Reading—with new findings from the National Reading Research Center on how children learn to enjoy reading.
NEW—Includes more examples of parental involvement at the upper elementary and middle school grades.
NEW—Provides references to varied and authentic writing activities—such as list writing, gratitude journals, and brainstorming journals.
NEW—Contains several useful appendices—including web sites for teachers with struggling readers as well as sites for children to visit.
Presents broad-based, classroom tested instructional strategies for developing complete instructional routines—that are effective for readers who have had or experienced little success in previous reading instruction.

Table of Contents

1. New Perspectives on Helping Students Become Literate.
2. The Instructional Framework.
3. Developing Positive Attitudes about Reading.
4. Early Intervention.
5. Word Recognition.
6. Nurturing Fluent Reading.
7. Building Vocabulary.
8. Comprehension Development with Literary Text.
9. Comprehension Development with Nonfiction Text.
10. Writing Development.
11. Putting It All Together: Making Reading Programs That Work.
12. Involving Parents in Children's Reading.
13. Determining Instructional Needs: Observing Readers In Action.
Appendix A: Award-Winning Books.
Appendix B: Poetry and Rhymes for Reading.
Appendix C: Predictable Pattern Books.
Appendix D: Series Books.
Appendix E: Alphabet, Number, and Other Concept Books.
Appendix F: Common Word Families.
Appendix G: Maze and Cloze Activities.
Appendix H: Internet Sites.
Appendix I: Sources of Information on Word Histories and Word Play.
Appendix J: Meaningful Prefixes, Suffixes and Word Parts.
Appendix K: Magazines for Children.
Appendix L: Bookmaking Ideas.
Appendix M: Sample Letter to Parents.
Appendix N: Professional Resources.
References.
Author Index.
Subject Index.
About the Authors.