Joan P. Gipe

Published January, 1998 by Prentice Hall Career & Technology

Copyright 1998, 451 pp.
Paper
ISBN 0-13-785080-8

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    Reading Assessment/Diagnosis and Remediation-Curriculum and Instruction

Extremely easy to read and to use, this book is designed as a main text for undergraduate-level courses in Corrective Reading, Reading Problems, or Literacy Instruction for At-Risk Students. It is both a guide and a resource for pre-service and in-service teachers who are working with students experiencing reading difficulty. The central theme is one of supporting literacy learning by using an analytic approach that focuses on identifying readers' strengths and areas of need. It equips teachers with techniques for:
1) Recognizing readers with difficulties.
2) Identifying a reader's specific strengths and needs.
3) Planning instruction that considers the processes needed to perform a specific reading task. The techniques presented can be easily modified to suit any grade level from primary through secondary school.




Provides extensive coverage of instructional techniques for all literacy domains and appropriate practice for all grade levels.
Devotes an entire chapter to the topic of linguistically diverse students.
Access to resources for immediate use is provided in eight appendixes. Appendix F lists children's books appropriate for use in multiethnic settings.
The text is divided into two major sections:

• Foundations, which introduces the nature of corrective reading and analytic teaching.
• The Major Domains, which provides specific instructional techniques for the major literacy domains of oral and written language.

Presents a four-step analytic process for identifying a child's reading needs.
Features a chapter on the reading/writing connection.
100 illustrations, forms, and charts make visualization of the corrective reading process easy.
Includes information on the types and purposes of reading tests now available. Information on how to choose and administer published reading tests is also included.
NEW—Information on multiple intelligences integrated throughout (both assessment and instruction).
NEW—Web sites related to literacy instruction for both student and teacher use to assist in integrating technology in the literacy curriculum. Includes a new appendix of web sites.
NEW—New vignettes (one introductory of a corrective reading setting and one regarding multiple intelligences).
NEW—Updated children's literature (appendix).
NEW—Expanded information on spelling development and instruction.
NEW—Additional examples of running records and other assessment tools, ideas for parental involvement, and new instructional strategies.



I. FOUNDATIONS.

1. Fundamental Aspects of the Reading Process and Corrective Reading.
2. Analytic Process: It's Nature and Value.
3. The Analytic Teacher.
4. Reading-Related Factors.
5. Assessing and Evaluating Reading Performance with Indirect Measures.
6. Assessing and Evaluating Reading Performance with Direct Measures.

II. THE MAJOR DOMAINS.

7. The Reading/Writing Connection.
8. Word Recognition.
9. Reading Comprehension: Foundations.
10. Reading Comprehension and Strategic Reading for Narrative Text.
11. Study Skills.
12. Strategic Reading for Expository Text.
13. Literacy Instruction in Linguistically Diverse Classrooms.
Appendix A: Weekly Progress Report.
Appendix B: Useful Web Sites Related to Literacy Development.
Appendix C: Books to Build the Self-Esteem of Students in Multiethnic Settings.
Appendix D: Text Readability.
Appendix E: Instructional Environment Survey.
Appendix F: Gathering Affective Information.
Appendix G: Stages in Spelling Development.
Appendix H: Scoring Systems for Writing.
Appendix I: James McCarthy's “Our Visit to the Farm”.
Appendix J: Useful Phonics Generalizations.
Corrective Reading Glossary.
References.
Index.

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