Locating and Correcting Reading Difficulties (10e) : 9780132929103

Locating and Correcting Reading Difficulties (10e)

 
Edition
 
10
ISBN
 
9780132929103
ISBN 10
 
0132929104
Published
 
11/05/2012
Published by
 
Pearson Higher Ed USA
Pages
 
576
Format
 
Out of stock
 
Title type
Book
$165.99
 
 
Title type
 
$63.00
 
 
Description

Busy classroom teachers get instant access to virtually every classroom assessment tool needed to screen or monitor students’ literacy progress in this reading diagnosis and intervention handbook organized around the sub-skills of reading.

 

In this widely popular handbook, beginning and experienced teachers alike find the assessment resources and tools they need to document a child’s strengths and areas of need–and get effective instructional strategies to teach skills that are missing. The book is organized around the sub-skills of reading and fits well with most major reading programs currently in use. The main sub-skills of reading–the emergent skills of phonemic awareness and letter recognition, the decoding skills of sight words, phonics, structural analysis, use of context clues, dictionary use, and the meaning related skills of vocabulary and comprehension–are addressed in the first nine chapters. Those chapters are followed by sections on fluency and specific oral reading difficulties and study skills and other reading related abilities. 

 

Each chapter is packed with ready-to-use lesson ideas and assessments and each presents a definition of the reading skill covered, followed by a section on assessing the skill, a section on teaching the skill, and a section on how the skill might impact English Language Learners. Using this resource, readers are able to define each of the sub-skills, know how to observe the development of the skill, do quick assessments of the skill where appropriate, and do in-depth assessments when needed. Access to classroom assessment tools needed to screen or monitor students’ literacy progress is included in each of the first nine chapters.

Table of contents
  • Part One: Emergent Literacy Skills
  • 1.      Developing Phonemic Awareness         
  • 2.      Developing Alphabet Knowledge           
  • Part Two: Decoding Skills        
  • 3.      Developing Sight Vocabulary    
  • 4.      Developing Phonics Knowledge
  • 5.      Developing Structural Analysis 
  • 6.      Developing Ability to Use Context Clues
  • 7.     Developing Dictionary Skills      
  • Part Three: Comprehension Skills
  • 8.      Developing Vocabulary Knowledge       
  • 9.      Improving Comprehension
  • Part Four: Fluency And Specific Oral Reading Difficulties      
  • 10.      Developing Reading Fluency    
  • 11.      Improving Poor Pronunciation   
  • 12.      Decreasing Omissions 
  • 13.      Decreasing Repetitions
  • 14.      Decreasing Inversions or Reversals     
  • 15.      Decreasing Insertions  
  • 16.      Decreasing Substitutions         
  • 17.      Decreasing Guessing at Words
  • 18.      Decreasing Word-by-Word Reading     
  • 19.      Limiting Incorrect Phrasing      
  • 20.      Decreasing Voicing, Lip Movements, Finger Pointing, and Head Movements     
  • Part Five: Study Skills And Other Abilities 
  • 21.      Developing Reading Speed
  • 22.      Developing the Ability to Adjust Reading Rate   
  • 23.      Reading at an Appropriate Rate for Comprehending      
  • 24.      Developing Skimming and Scanning Ability
  • 25.      Developing the Ability to Locate Information
  • 26.      Developing Spelling Skill
  • Appendices for Locating And Correcting Reading Difficulties
  • Glossary         
  • Index
New to this edition

The new Tenth Edition of Locating and Correcting Reading Difficulties features a more convenient chapter organization that fits with most major reading programs, assessments pulled into the chapters covering the appropriate sub-skill, coverage of different levels of assessment (observation, quick, and in-depth), three or more new teaching ideas in each major sub-skill reading chapter, new checklists for keeping track of the sub-skill development of each student, an updated bibliography, and more.

 

No matter what reading program teachers are using, this resource fits in. The book’s reorganization of chapters one through nine, each representing a major sub-skill of reading, goes with most major reading programs currently in use.

 

Teachers see clearly which assessment fits with each reading sub-skill because the assessment(s) associated with the sub-skill is now located in the chapter that covers the sub-skill.

 

Teachers get information about when and how to assess a reader in the sub-skill covered in each chapter, giving them options to use different levels of assessment–Observation Assessment, Quick Assessment, and In-Depth Assessment– with different students.

 

Teachers get more choices for developing lessons when teaching major sub-skills to students. Three or more new teaching ideas are located in each of the major sub-skills of reading chapters.

 

Readers can independently determine how to pronounce words with the Developing Dictionary Skills chapter, located in Part Two of the book, “Decoding Skills.”

 

Keeping track of the sub-skill development of each student is made simpler through the addition of new checklists that also help merge the content of this textbook with programs using DIBBLES assessments and Response to Intervention programs.

 

Access to the latest children’s literature books is easier through the updated bibliography in Appendix A-2.

Features & benefits

Users of this text will be able to define each of the sub-skills, know how to observe the development of the skill, do quick assessments of the skill where appropriate, and do in-depth assessments when needed.

 

Teachers can turn to a myriad of diagnostic tests and instruments, with tips and directions for using each, included with each of the first nine chapters.

 

Beginning and experienced teachers alike get a head start with lesson planning through the many teaching ideas in each chapter.

 

Teachers can easily find the material they need in relation to each of the major sub-skills of reading because the assessments and teaching ideas are all contained within the chapter that covers the sub-skill.

 

Teachers can easily identify specific reading difficulties and quickly locate strategies that address them through a handy Reading Diagnosis Chart matched to the development of reading ability that parallels chapter order.

 

It is easier to compare and highlight differences and similarities in various reading challenges through the book’s standard chapter format for each reading difficulty–definition, discussion of assessment, recommendations, and games and exercises to engage learners.

Author biography

Ward A. Cockrum has been involved in literacy education for more than 30 years. His teaching experience includes his positions as a reading specialist in a K–4 school, a middle school reading/science teacher, a fifth-grade teacher and a Pre-first-grade teacher. Currently a professor at Northern Arizona University, he directs the Reading Specialist Endorsement Program and teaches a variety of reading education courses at the undergraduate and graduate levels. Cockrum is the co-author, with James Shanker, of the fifth edition of the Ekwall/Shanker Reading Inventory.

Student supplements