Assessing and Correcting Reading and Writing Difficulties, 4/e, is a comprehensive, practical text that provides a wealth of examples and thorough coverage of procedures for assessing and instructing struggling readers of all ages. In keeping with current theory and a Response to Intervention (RTI) approach, the fourth edition continues to emphasize prevention and early intervention and the belief that most students can learn to read and write on a proficient level if given the proper assistance. The text is based on the premise that student performance is variable and that assessment and instruction are modified to meet the varied needs and levels of students. Assessing and Correcting Reading and Writing Difficulties, 4/e, emphasizes a whole-school approach in which a strong classroom program is the best prevention, and covers how classroom programs need to be supplemented with interventions that increase in intensity and duration based on student needs
Assessing and Correcting Reading and Writing Difficulties , Fourth Edition is a comprehensive, practical text that provides a wealth of examples and thorough coverage of procedures for assessing and instructing struggling readers of all ages. In keeping with current theory and a Response to Intervention (RTI) approach, the fourth edition continues to emphasize prevention and early intervention and the belief that most students can learn to read and write on a proficient level if given the proper instructional support.
Take a Peek into the Fourth Edition:
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New coverage of Response to Intervention gives students a look at a whole-school application of RTI.
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Discussion and samples of key screening and progress monitoring measures have been added. These include letter fluency, letter-sound fluency, phonics, word reading fluency, oral reading fluency, and mazes.
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New progress monitoring assessments available on the author's website ( www.wordbuilding.org ) provide students with the opportunity to practice what they have learned.
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Explores adaptations of assessment, instruction, and materials to meet the needs of the struggling reader and English language learner. Practical tips for differentiation are included.
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New case studies illustrate assessment and intervention strategies, and provide practical examples for classroom instruction.
Dr. Thomas G. Gunning currently teaches a variety of reading methods courses at Central Connecticut State University. He has conducted research on phonics, decoding strategies, and Response to Intervention and has created Word Building, A Response to Intervention Program (Phoenix Learning Resources). The author has also created a number of informal assessment devices and conducted research on reading interests, informal reading inventories, readability, higher-level literacy skills, and Response to Intervention. Dr. Gunning recently revised Creating Literacy Instruction for All Children , 7e (2010) and has written Developing Higher-Level Literacy in All Students: Building Reading, Reasoning, and Responding (2008), Closing the Literacy Gap (2006), Building Literacy in the Content Areas (2003), Best Books for Building Literacy for Elementary School Children (1999), Building Words: A Resource Manual for Teaching Word Analysis and Spelling Skills and Strategies (2001), and Phonological Awareness and Primary Phonics (2000). All are published by Pearson Teacher Education.
To order this book WITH MyEducationLab, use either ISBN:
ISBN-13: 9780136100829
ISBN-10: 0136100821
To order this book WITHOUT MyEducationLab use either ISBN:
ISBN-13: 9780137144273
ISBN-10: 013714427X
