Effective Instruction for Middle School Students with Reading Difficulties
The Reading Teacher’s Sourcebook
For use with struggling readers in Grades 6–8, this book arms literacy teachers with the why and how of effective, evidence-based instruction. Includes more than 20 step-by-step sample lessons for strengthening fluency, comprehension, word recognition, and vocabulary. Les mer
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For use with struggling readers in Grades 6–8, this book arms literacy teachers with the why and how of effective, evidence-based instruction. Includes more than 20 step-by-step sample lessons for strengthening fluency, comprehension, word recognition, and vocabulary.
Reading problems don’t disappear when students enter middle school—recent studies show that nearly a quarter of today’s eighth graders aren’t able to read at a basic level.* This book arms language arts teachers with the lessons, strategies, and foundational knowledge they need to resolve older students’ reading difficulties and increase their chances for academic success.
Ideal for use with struggling readers in Grades 6–8, this book clearly lays out the fundamentals of effective teaching for adolescents with reading difficulties. Teachers will discover how to:
With this practical guide to high-quality instruction, middle school teachers will help struggling readers develop the skills they need to master complex academic content and succeed inside and outside the classroom.
Reading problems don’t disappear when students enter middle school—recent studies show that nearly a quarter of today’s eighth graders aren’t able to read at a basic level.* This book arms language arts teachers with the lessons, strategies, and foundational knowledge they need to resolve older students’ reading difficulties and increase their chances for academic success.
Ideal for use with struggling readers in Grades 6–8, this book clearly lays out the fundamentals of effective teaching for adolescents with reading difficulties. Teachers will discover how to:
- Select and administer assessments for comprehension, fluency, and word recognition
- Use assessment results to plan individualised instruction
- Apply research-supported instructional practices
- Develop flexible grouping systems so students get the targeted instruction they need
- Set manageable short-term learning goals with students
- Keep the pacing of instruction quick and energetic so students stay engaged
- Give appropriate positive and corrective feedback
- Monitor student progress over time
- Promote generalisation of new reading skills
- Provide effective interventions within a school-wide Response to Intervention framework
With this practical guide to high-quality instruction, middle school teachers will help struggling readers develop the skills they need to master complex academic content and succeed inside and outside the classroom.
Detaljer
- Forlag
- Brookes Publishing Co
- Innbinding
- Paperback
- Språk
- Engelsk
- ISBN
- 9781598572438
- Utgivelsesår
- 2012
- Format
- 28 x 22 cm
Om forfatteren
Carolyn A. Denton, Ph.D., is Associate Professor in the Children's Learning Institute, part of the Department of Pediatrics at the University of Texas Health Science Center in Houston. A former teacher, she conducts research in schools focused on reading intervention, response to intervention models, coaching as a form of professional development, and reading comprehension. Her current projects include a study of reading comprehension in middle and high school students, a study of interventions for elementary-age children who have both attention-deficit/hyperactivity disorder and severe reading difficulties, and a project developing a Tier 2 first-grade intervention that targets both decoding and comprehension. She has served as the head of the Texas Adolescent Literacy Project, an initiative of the Texas Education Agency focused on the development of intervention approaches for struggling middle school readers. Dr. Denton is the coauthor of three other books, including a reading intervention program for the early grades and two books on the role of the reading coach, as well as numerous articles and book chapters. She has made presentations and provided training to teachers, administrators, coaches, researchers, and university faculties throughout the United States and in Europe and Hong Kong.
Sharon Vaughn, Ph.D., H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Sanchez Building, 1912 Speedway, Austin, Texas 78712
Sharon Vaughn is the executive director of The Meadows Center, an organized research unit at the University of Texas at Austin. She is the recipient of the American Education Research
Sharon Vaughn, Ph.D., H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Sanchez Building, 1912 Speedway, Austin, Texas 78712
Sharon Vaughn is the executive director of The Meadows Center, an organized research unit at the University of Texas at Austin. She is the recipient of the American Education Research