[Book Cover]

Instructing Students Who Have Literacy Problems, 3/e

Sandra McCormick, Ohio State University

Published January, 1999 by Prentice Hall Career & Technology

Copyright 1999, 601 pp.
Cloth
ISBN 0-13-896028-3


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    Reading Assessment/Diagnosis and Remediation-Curriculum and Instruction


Summary

This text offers comprehensive treatment based on an interactive model of the reading process. Updated with new research and issues, coverage includes a cohesive blend of theory, research, and suggestions that carefully balances information on assessment and intervention approaches, based on current findings related to how children and adults achieve literacy. Within the framework of remedial instruction, the practical strategies suggested will work effectively with students of all ages and a variety of backgrounds.

Features


NEW—Margin notes and inserted pedagogical aids help students study this text, and provide suggestions for them to aid their own students with reading of informational text.
NEW—Demonstrates how attention to writing aids reading growth.
NEW—Expands coverage on inclusion issues: what the values are and are not, who benefits and in what ways, and what makes inclusion programs work or fail.
NEW—Devotes more coverage to the section on computer use in programs for reading delayed students.
NEW—Presents a new section entitled, “Using Literature in Remedial and Clinical Reading Programs” which shares solutions for providing instruction for students with literacy problems through use of authentic, appealing texts.
NEW—Includes a larger component on spelling instruction due to recent studies that show the importance of integrating spelling instruction with reading lessons. FEATURES
Presents two chapters on reading instruction for special populations.
Features a dual focus on reading narrative material versus reading expository in its coverage on comprehension.
Includes case studies that showcase the application of text concepts in a variety of settings.
Highlights techniques and procedures shown to be effective, rather than those that carry only the weight of opinion.


Table of Contents
I. FOUNDATIONS OF REMEDIAL AND CLINICAL READING INSTRUCTION.

    1. Basic Concepts and Definitions in Reading.
    2. Causes and Correlates of Individual Differences in Reading Ability: Part I.
    3. Causes and Correlates of Individual Differences in Reading Ability: Part II.

II. ASSESSMENT.
    4. Assessment for Identification of Reading Problems.
    5. Assessment For Verifying General Reading Level.
    6. Assessment For Identifying Specific Strengths and Weaknesses in Reading: Part I.
    7. Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part II.
III. INSTRUCTIONAL INTERVENTIONS.
    8. Important Principles of Remedial and Clinical Reading Instruction.
    9. Word Recognition.
    10. Word Identification.
    11. Knowledge of Word Meanings.
    12. Comprehension of Narrative Text.
    13. Comprehension of Expository Text.
IV. READING INSTRUCTION FOR SPECIAL POPULATIONS.
    14. The Severely Delayed Reader and the Nonreader.
    15. Other Learners with Special Needs.
    Appendix A: Supplementary Test Bank: Intelligence Tests.
    Appendix B: Two Outlines for Preparing Case Reports Based on Remedial Assessment and Instruction.
    References.
    Index.
    Author Biography.

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