Understanding Reading Problems: Assessment and Instruction: International Edition

The Eighth Edition ofUnderstanding Reading Problems is a thorough updating of a market-leading book written by highly popular authors Jean Wallace Gillet, Charles Temple, Codruta Temple, and Alan Crawford. Featuring classroom-based, teacher-driven approaches to effective reading assessment and remediation, this new edition covers reading processes, their assessment and their corrective instruction and includes thorough treatments of reading and writing at every stage of development. The Eighth Edition is organized by developmental levels, with explanations of reading issues at each level, approaches to assessment, and teaching methods delivered at the point of need.

Table of Contents:
Contents                              Preface                                                                                                          chapter 1     Reading and Its Assessment                                                                    Framing the Issues                                                                                                                      Reading Assessment                                                                                                                   Different Assessments for Different Phases of Instruction                                                         Approaches to Assessment                                                                                                         The Process of Learning to Read at Different Stages                                                           Emergent Literacy                                                                                                                     Beginning Reading                                                                                                                      Fledgling Reading                                                                                                                        Developing Reading                                                                                                                    Mature Reading                                                                                                                          Differentiated Instruction                                                                                                          Response to Intervention                                                                                                           Summary                                                                                                                                       References                                                                                                                                      CHAPTER 2  Response To Intervention (RTI) and Struggling Readers From a Discrepancy Model to Response to Intervention: The Origins of RTI             Individuals with Disabilities Education Act of 1997(IDEA)             Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)             Response to Intervention (RTI)             No Child Left Behind (NCLB) and Reading First Characteristics of RTI: What It Is, What It Isn’t Recommended Principles of RTI from the International Reading Association The Multi-Tiered Structure of RTI       Tier One: General Education Program       Tier Two: Small-Group Intervention       Tier Three: Intensive Intervention Approaches and Models for Implementing RTI       Interactive Strategies Approach (ISA)       Comprehensive Intervention Model (CIM) The Role of Assessment in RTI             Curriculum-Based Measurement (CBM) (benchmark assessment)             Diagnostic Assessment             Progress Monitoring             False Positives Evidence-Based Literacy Programs Members of the RTI Team and Their Roles RTI in Middle Schools and High Schools             Middle Schools             High Schools Implications of RTI for Special Education English Language Learners and RTI RTI and the Gifted The Role of Technology in RTI Summary Reference     CHAPTER 3  Assessing and Teaching Emergent Readers             Understanding Emergent Literacy             Aspects of Emergent Literacy Assessing Emerging Readers             Assessing Print Concepts             Alphabet Knowledge                         Assessing Alphabet Knowledge             The Concept of Word                         Assessing the Concept of Word             Phonological Awareness                         The Importance of Phonological Awareness                         Assessing Phonological Awareness                                     Distinguishing Rhyming Words from Non-rhyming Words                                     Producing Rhymes                                     Phoneme Isolation                                     Phoneme Comparison                                     Phoneme Addition                                     Phoneme Subtraction                                     Phoneme Segmentation                         Assessing Phonemic Awareness by Means of Invented Spelling             Oral Language Development                         Vocabulary                                     Assessing Vocabulary                         Syntax, or Grammar                         Decontextualized Language                                     Assessing for Knowledge of Decontextualized Language                                     Narrative Comprehension                                     Picture Walk                                     Story Retelling                                     Prompted Comprehension             Widely Distributed Tests of Emergent Literacy Teaching for Emergent Literacy             Teaching Print Orientation Concepts             Teaching the Alphabet                         Alphabet Books                         Letter-Matching Games                         Sounds and Letters             Teaching the Concept of Word                         The Voice-Pointing Procedure                         Cut-Apart Words                         Dictated Experience Accounts                         Morning Message             Teaching to Build Phonological Awareness                         At the Syllable Level                         At the Onset-and-Rime Level                         At the Phoneme Level             Teaching for Many Things at Once             Reading Storybooks                         Reading Many Books, Repeatedly                         Reading Expressively                         Shared Reading                                     Conducting a Shared Reading Lesson                         Dialogic Reading             Teaching to Nurture Vocabulary Development             Teaching Decontextualized Language                         Storytelling for Comprehension                                     Learning Stories to Tell Summary References       CHAPTER 4: Assessing and Teaching Beginning and Fledgling Readers and Writers   Components of Beginning and Fledgling Reading             Word Recognition                         Sight Words                                     High Frequency Sight Words                                     Sight Words as Learned Words                         Word Recognition by Decoding             Comprehension, the Ability to Derive Meaning from Text             Reading Fluency Assessing Beginning and Fledgling Readers             Running Records                         Running Records to Document Progress                         Running Records and Text Difficulty             Further Assessments of Beginning and Fledgling Readers             Assessing Knowledge of Sight Words             Assessing Word Knowledge through Invented Spelling: The Monster Test                         Applying the Results of The Monster Test             Assessing Word Knowledge By Means of Novel Words: Demtup Instruction for Beginning and Fledgling Readers             Tutoring Lesson             Writing                         Shared writing with individual children                         Interactive Writing With a Small Group                         Attention to Handwriting             Word Study                         Sound Boards                         Making and Breaking Words                         Push It Say It                                 Teaching High Frequency Words             Reading aloud             The Language Experience Approach Planning and Record Keeping Summary References     CHAPTER 5: Informal Assessments of Reading Informal Reading Inventories Selecting an Informal Reading Inventory                                 Quality of Passages.                                  Types of Text.                                   Quality of Questions.                                   Format and Instructions.   Administering an Informal Reading Inventory                                 Where to Start Starting with Word Lists.   Starting with Passages.                                   Where to Stop Step-by-Step Administration Reinspection and Comprehension Retelling and Comprehension Marking Oral Reading Miscues Assessing Listening Comprehension Assessing Recognition of Words in Isolation Scoring an Informal Reading Inventory Levels of Reading Ability The Independent Level The Instructional Level The Frustration Level The Listening Level The Usefulness of Reading Levels Oral Reading Accuracy Reading Fluency Reading and Listening Comprehension Scoring the Word Recognition Inventory Keeping Track of Scores Interpreting an Informal Reading Inventory Establishing Reading and Listening Levels Qualitative Analysis of Oral Reading Miscues Comparing Miscues.                                   Scoring Miscue Acceptability.   What Makes a Miscue Acceptable?   Dialects and Miscues.   What about Names?   Analyzing Reading Comprehension Comprehension Skill Patterns Patterns in Listening Comprehension Analyzing Word Recognition in Isolation Observations of Reading Behaviors and Strategies Observing Readers Physical Behaviors Cognitive Behaviors Reading Strategies Observed Recording Observations Monitoring Types and Difficulty of Texts Read Guided Reading Levels Readability Estimates The Fry Readability Chart Lexiles Cloze Procedures Constructing a Cloze Passage Administering a Cloze Passage                 Scoring and Interpreting a Cloze Maze Tests Student Portfolios Showcasing Achievement Documenting Progress Demonstrating Effort Fostering Self-Evaluation and Reflection Kinds of Portfolios Organizing a Portfolio Program What Goes into a Portfolio? Primary Grades Middle and Upper Grades Evaluating Portfolios Teaching Self-Evaluation Teaching Goal Setting Teacher Evaluations Parent Evaluations Portfolio Conferences Teacher-Student Conferences Peer Conferences Parent Conferences Measuring Attitudes and Interest in Reading Summary References       CHAPTER 6: Teaching Developing Readers Phonics And Word Knowledge For Developing Readers         Word Knowledge At Different Levels             Logographic Reading             Transitional Alphabetic Reading             Alphabetic Reading             Orthographic Reading             Derivational Reading Teaching Phonics         Word Study At More Advanced Levels         Guiding Word Study             Teaching Words With Shared Phonogram Patterns             Teaching Words With Grammatical Affixes And Derivational Affixes             Teaching Homophones And Homographs         Developing Sight Vocabulary             Dictated Stories and Language Experience                         Support Reading: Echo Reading and Choral Reading                         Developing Word Analysis Strategies                         Using Context         Approaching Word Attack Strategically Assessing Reading Fluency Developing Reading Fluency         Modeling Fluent Oral Reading         Providing Oral Support For Reading         Providing Practice In Oral Reading         Repeated Reading For Fluency         Predictable Books, “Easy Readers,” And Other Easy Reading Fare Developing Readers’ Vocabulary         Levels of Vocabulary Knowledge             Dissecting Children’s Vocabulary             Approaches to Teaching Vocabulary             Teaching the Use of Context Clues to Vocabulary Developing Reading Comprehension         For the Phase of Anticipation         For the Phase of Building Knowledge         For the Phase of Consolidation Developing Listening Comprehension Time Spent Reading Summary References     CHAPTER 7: Assessing and Teaching Middle and Secondary School Readers and Writers     The Reading and Writing Issues of Older Students Why Should We Be Concerned About Older Students’ Reading and Writing Ability? Responding to the Needs of Readers and Writers in Middle and Secondary Grades A Range of Responses to Older Students’ Reading and Writing Needs. Reading Strategies for Use Across the Curriculum Strategies for the Anticipation Phase Advance Organizers             The Anticipation Guide             Group Brainstorming             Paired Brainstorming             Terms In Advance             Think/Pair/Share Free Writing Semantic Map K now/Want to Know/Learn.  Strategies for the Building Knowledge Phase             The I.N.S.E.R.T. Model             Text Coding Study Guides Dual-­Entry Diaries Cooperative Learning: Jigsaw II Strategies for the Reflection Phase             The Discussion Web Academic Controversy Providing Close Support for Students’ Reading Development Organizing Focused Strategic and Intensive Instruction Assessing Readers for Focused Instruction Planning Lessons for Disabled Readers Teaching Strategies to Build Reading Competence             Thinking Aloud             ReQuest Procedure             Visualizing Questioning the Author Reading and Questioning Audio Books Introducing  and Focusing Attention on New Vocabulary Word Conversations Vocab-o-gram Webbed Questions   The Frayer Model Helping Older Students Write Eleven Elements of Effective Adolescent Writing Instruction Teaching Writing Strategies and Teaching the Writing Process Approach.  Rehearsing Drafting Revising Editing or Proofreading Publishing Focused Lessons Having Goals for Writing Keyboarding Skill Writing For Inquiry                         Ten-­Minute Essays and Other Free Writes                         The Five-­Minute Essay Three-­Part Diaries                                                 The I-Search Paper Motivational and Emotional Issues of Adolescent Students with Reading Problems Guiding Principles and Theories Establishing Trust Providing Literate Role Models Reducing the Feeling of Learned Helplessness or Passive Failure Legitimizing Personal Knowledge and Experiences Developing a Learning Environment Summary References         CHAPTER 8: Assessing Spelling and Writing Monitoring Spelling Progress and Problems Developmental Spelling Stages             Early Emergent Stage             Later Emergent Stage             Letter-Name Stage             Within-Word Pattern Stage             Syllables and Affixes Stage             Derivational Constancy Stage Assessing Spelling Progress             The Word Knowledge Inventory Developmental Spelling Analysis The Gentry Spelling Grade-Level Test Monitoring Writing Progress Writing Samples Writing Checklists Six Traits Writing Evaluation Writing Rubrics     CHAPTER 9: Working with Culturally and Linguistically Diverse Students Culture and schooling Cultural differences in the mainstream classroom             Conceptualizing literacy             Communication styles                         Participation structures                         Task-engagement preferences                         Discourse organization             Accommodating cultural differences in the mainstream classroom Linguistic differences in the mainstream classroom             Languages and dialects                         The Ebonics debate                         Accommodating non-standard dialects in the mainstream classroom             English language learners             How does English compare to other languages?                         Phonology                         Morphology                         Syntax                         Pragmatics                         Writing systems                         Accommodating linguistic differences in the mainstream classroom             How do people learn a second language?                         Supporting English language development in the mainstream classroom             The role of the first language in second language and literacy development                         Including English Language Learners’ first languages in the mainstream                                       classroom                                     Creating a multilingual classroom environment                                     Translation                                     Bilingual books                                     Multilingual newsletters Assessment of culturally and linguistically diverse students Instructional suggestions             Strategies for developing listening comprehension             Strategies for developing phonemic awareness and phonics             Strategies for developing reading fluency             Strategies for developing vocabulary             Developing reading comprehension                         Strategies for teaching grammar                         Strategies for developing awareness of text structure             Strategies for supporting writing development Summary List of figures References Appendix A     CHAPTER 10: Understanding Formal Measures of Literacy Ability Understanding Formal Measures Characteristics Of Tests Reliability Validity Interpreting Test Results Distributions Of Test Scores Measures Of Central Tendency: Mean, Median, And Mode Measures Of Dispersion: Range And Standard Deviation Forms Of Test Scores Norm-Referenced Tests Achievement Tests Diagnostic Tests Criterion-Referenced Tests Goals And Objectives Benchmarks And Rubrics State Standards And Assessment Summary References                                                                                                                                                                                                                                                                                                                                                                   Chapter 11     Factors Related to Reading Problems                                                                     Philosophical and Legal Issues Related to Special-Needs Students                             Past Legislation Affecting Special-Needs Students                                                                   IDEA 2004 and NCLB                                                                                                            Student Participation in General Education                                                                              Identifying Special-Needs Students                                                                                           Assessment of Special Educational Needs                                                                                 Intellectual Factors                                                                                                                 Tests of Intelligence and Learning Aptitude                                                                            The Role of Experience                                                                                                          Physical Factors                                                                                                                      Vision and Visual Problems                                                                                                      Hearing and Auditory Problems                                                                                               Language Factors                                                                                                                  Language Acquisition and Difficulties in Infancy and Early Childhood                                     Language Development and Difficulties in Preschool and Primary Grades                               Language Development and Difficulties in Later Childhood                                                     Special Learning Problems                                                                                                   Learning Disabilities                                                                                                                Dyslexia                                                                                                                                 Designing Individualized Interventions                                                                               Interventions for Phonological Awareness                                                                              Interventions for Improving Fluency                                                                                      Summary                                                                                                                                    References                                                                                                                                                              Index