Focusing on reading and writing ability/disability from an interactive perspective, this text emphasizes the importance of understanding and addressing learner’s difficulties in relation to the instructional context.
Extensive, in-depth treatment of current research and best practices make this text a 'must-have' addition to any current or future teacher's library. Section I (Chs. 1-3) provides readers with a strong, comprehensive knowledge of reading/writing research and an introduction to an assessment-instruction process that is described in-depth in the second, third, and fourth sections of the text. Section two considers the foundations of literacy with a strong emphasis on language development along with detailed information on evaluating the instructional context. Section three focuses on procedures for evaluating the learner, including both classroom-based and standardized assessments. Section four stands alone as an important chapter examining the relationship between the instructional context and learner’s strengths and weaknesses by means of diagnostic teaching. Section five is devoted to instructional practices designed to improve reading and writing instruction for struggling students. Chapters on word recognition, vocabulary, comprehension-composition, and “high-utility strategies” address the major components of literacy development. In the final section (Ch. 16), issues related to professional standards and written reports are addressed.
One of the most respected and well-known texts in the field, now in its fourth edition, Assessment & Instruction of Reading and Writing Difficulties continues to focus on reading and writing ability/disability from an interactive perspective, while still emphasizing the importance of understanding and addressing learner s difficulties in relation to the instructional context.
Extensive, in-depth, and up-to-date treatment of current research and best practices make this text a 'must-have' addition to any teacher's library. The first section provides readers with a strong, comprehensive knowledge of reading/writing research and an introduction to an assessment-instruction process that is thoroughly examined in the second, third, and fourth sections of the text. In addition, chapters on word recognition, vocabulary, comprehension-composition, and high-utility strategies address the major components of literacy development.
What s new in the fourth edition?
- Detailed focus on assessment for an interactive approach to evaluating reading and writing difficulties
- Increased attention is given to legislative changes and recent mandates, including Response to Intervention (RTI) (Chapters 1-6)
- A new case study in Chapter 3 examines the problems a struggling adolescent reader encounters and the process for that student
- A new case study of an English language learner is woven throughout the text highlighting assessment-instruction challenges related to vocabulary, prior knowledge, and comprehension
- Substantial emphasis on language and literacy connections including phonological and orthographic aspects of reading and writing (both decoding and spelling) (Chapter 7)
- Considerable attention is given to vocabulary, comprehension and composing, as well as decoding and fluency (Chapter 8).
- Major ideas related to the Response to Intervention (RTI) are linked to the classroom (Chapter 11)
Assessment & Instruction of Reading and Writing Difficulties Continues to Earn Praise:
This text balances both reading and writing in terms of instruction. It provides a wealth of examples of various checklists, assessment rubrics, etc. It places emphasis on writing, which often is not found in other texts.
-Priscilla Manarino-Leggett, Fayetteville State University
I like how this text outlines a theoretical framework for teaching reading and then uses the structure of The Assessment Instruction Process as the frame for the rest of the book.
-David Gordon, University of Wisconsin-Whitewater
Overall I believe this is a very valuable and worthwhile text for my students!
-Suzanne M. Rose, Slippery Rock University
The content of this text is definitely a strength; the authors emphasis on the context of instruction and the strong literacy relationship between writing and reading is well-founded and philosophically the theory I hope my students will embrace as future educators.
-Meredith Bird Miller, New England College
This text is quite comprehensive and I know that I could pull it out and use it for a reference for just about any issue that I need to look up quickly.
