Assessing and Correcting Reading and Writing Difficulties / Edition 3

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Often students who struggle with reading and writing are told what they can't do, not what they can. This book, while focusing on the positive, provides thorough coverage of procedures for assessing and instructing struggling readers of all ages-from primary grades to adulthood. In keeping with current theory, this book emphasizes prevention and early intervention. It is based on the premise that student performance is variable and that assessment and instruction are planned and modified to meet the needs and levels of students. Jargon-free, it is written in a clear style and is packed with examples from real classrooms and clinics. Teachers and literacy instructors/clinicians.
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Editorial Reviews

This practical text details techniques for assessing students and using assessment results to provide effective instruction. Forty sample lessons cover major skills and strategies. Focusing on low- achieving readers and writers, the author emphasizes strategies that students can use independently to improve word recognition, vocabulary knowledge, comprehension, reading in content areas, writing, and study skills. He recommends functional, systematic instruction that exists in the context of holistic reading and writing activities. Annotation c. by Book News, Inc., Portland, Or.
From the Publisher

"Gunning’s Assessing and Correcting Reading and Writing Difficulties provides instructors and students with a comprehensive tool for understanding the intricacies of corrective instruction. The models of assessment provide a winning framework for the interrelationships of assessment and instruction." -

Anita Gail Choice, Stetson University

"Assessing and Correcting Reading and Writing Difficulties is a comprehensive text that equips teachers with the knowledge and resources to understand assessing and correcting reading and writing difficulties. The text offers solid research to support the methods and techniques to help children. Enhanced with technology and video resources. A must read!" - Dr. Wendy A Ellis, Harding University

"The manuscript text is comprehensive. It contains essential information for preservice teachers to possess in order to support the reading and writing of students with mild disabilities. It is written in a manner that provides definition and examples with research to support. Students may use the text as a resource of information after graduation." - Mary C. Provost, College of Charleston

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Product Details

  • ISBN-13: 9780205443260
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 5/24/2005
  • Edition description: REV
  • Edition number: 3
  • Pages: 648
  • Product dimensions: 7.20 (w) x 9.42 (h) x 1.22 (d)

Meet the Author

Thomas G. Gunning, a former elementary school reading consultant, junior high English teacher, and secondary school reading specialist, is Professor Emeritus, Southern Connecticut State University, where he was department chair and reading clinic director. Gunning is currently an Adjunct Professor, Reading/ Language Arts Department, Central Connecticut State University. He has conducted research on group reading inventories, vocabulary assessment, reading disabilities, intervention programs, readability, response to intervention, decoding processes and strategies, and literacy skills needed to cope with high-stakes tests. Gunning’s other books with Pearson include Creating Literacy Instruction for All Students, 8/e Creating Literacy Instruction for All Students In Grades Pre-k to 4, 2/e; Creating Literacy Instruction for All Students In Grades 4-8, 3/e; Building Literacy in Secondary Content Area Classrooms; Developing Higher-Level Literacy in All Students: Building Reading, Reasoning, and Responding; Closing the Literacy Gap; Phonological Awareness and Primary Phonics; and Building Words: A Resource Manual for Teaching word Analysis and Spelling Strategies.

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Table of Contents

1 Introduction to Reading Difficulties 1
2 Factors Involved in Reading and Writing Difficulties 20
3 Overview of Assessment 54
4 Placing Students: The Informal Reading Inventory and Related Measures 70
5 Assessment of Reading and Writing Processes 101
6 Assessment of Cognitive, School, and Home Factors 128
7 Emergent Literacy and Early Intervention Programs 153
8 Teaching High-Frequency Words 187
9 Teaching Phonics 210
10 Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies 258
11 Building Vocabulary 287
12 Building Comprehension 308
13 Reading to Learn in the Content Areas 350
14 Building Study Strategies 394
15 Building Writing Strategies 416
16 Severe Problem Cases, Students Acquiring English, and Older Students 442
17 Materials, Voluntary Reading, and Technology 464
18 Organization of Early Intervention and Corrective Programs 483
App. A Informal Assessment Measures 503
App. B High-Interest, Low-Readability Books 512
App. C Sample Assessment Report 517
References 526
Index 553
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