Reading Strategies for Elementary Students With Learning Difficulties: Strategies for RTI


Packed with research-based strategies for use with RTI, this resource covers brain-compatible reading instruction for students with learning disabilities or reading difficulties.

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Packed with research-based strategies for use with RTI, this resource covers brain-compatible reading instruction for students with learning disabilities or reading difficulties.

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Editorial Reviews

Sandra Rief
"Provides research-based information about various reading difficulties from knowledgeable and reputable experts in the field. I appreciate the organizational features: the checklist of strategies at the beginning of each chapter, the reflective exercises throughout the book, teacher tips in each chapter, and the 'What’s Next' sectionat the end, which is a good way of priming the brain for what it's about to learn.”
Mary Guerrette
“The authors have taken a huge amount of research and information, digested it, and organized it into a clearly arranged, practical, readable, and usable work. This book balances information, suggestions, and examples with reflective exercises that are practical and valuable. It also gives tons of Web sites and resources for more useful tools and tips.”
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Product Details

  • ISBN-13: 9781412960694
  • Publisher: SAGE Publications
  • Publication date: 1/12/2009
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 272
  • Sales rank: 608,783
  • Product dimensions: 8.50 (w) x 10.90 (h) x 0.70 (d)

Meet the Author

Learn more about William Bender's PD offerings

Consulting Description: Differentiated Instruction
Consulting Description: Math
Consulting Description: Project-Based Learning
Consulting Description: RTI
Consulting Description: Technology

William N. Bender began his career by teaching eighth- and ninth-grade students in the public schools. He worked in higher education for 28 years and published over 60 research articles and 24 books in education. He specializes in instructional strategies for all students and is recognized as a national leader on instructional tactics, response to intervention, and differentiated instruction. Dr. Bender believes his job is to inform audiences across the nation of innovative, up to date information, based on current applied research. Dr. Bender received his Ph.D. in Special Education from the University of North Carolina and currently consults with schools and districts in the United States and Canada.

Martha J. Larkin taught public school students in general education and special education at the elementary, middle, and secondary levels for several years before beginning a career in higher education. She has authored and coauthored 17 journal articles, 10 book and monograph chapters, and 5 research reports and commissioned papers in education and special education. She specializes in instructional strategies, particularly for students with learning disabilities. Her specific teaching and research interests include scaffolded instruction, content enhancement, learning strategies, graphic organizers, and grading rubrics. She especially enjoys pursuing these interests in the areas of reading, writing, and mathematics. She earned her Ph D from the University of Alabama in 1999.

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Table of Contents

About the Authors
1. The Reading Brain and Literacy Instruction
The Good News in Reading Research!
Big Ideas From Early Literacy Research
The Emerging Emphasis on Literacy
Assessments of Early Literacy
Brain-Compatible Reading Instruction
A Brain-Based Model of Reading
What the Brain Research on Reading Has Found
What's Next?
2. Phonemic Instruction: The Critical Emphasis in Reading and Literacy
Phonological Instruction and Phonemic Instruction
Phonemic Awareness or Phonemic Manipulation
Guidelines for Phonemic Instruction
Phonemic-Based Reading Programs
What's Next?
3. Phonics and Word Attack Strategies
Phonics and the Brain
Phonics Instructional Options
Strategies for Developmental Reading and Spelling Stages
What's Next?
4. Strategies for Building Vocabulary and Reading Fluency
Vocabulary and Reading Fluency
Building Vocabulary
The Importance of Vocabulary Development
Do We Still Need Sight-Word Approaches for Vocabulary Instruction?
How Good Readers Read
Learning New Vocabulary Terms
Word Recognition Instruction
Deriving Meaning From Vocabulary
Learning Strategies for Vocabulary Mastery
Reading Fluency
What's Next?
5. Gaining Meaning From Reading
Reading Comprehension and the Brain
Story Grammar
Student Think-Alouds or Inferencing Substrategies
Question Answering
List Summaries
Improvisational Drama
Cooperative Discussion and Questioning (Coop-Dis-Q)
Collaborating Strategic Reading (CSR)
What's Next?
6. Reading Comprehension in the Content Areas
Content Area Reading and the Brain
KWPLS (Know, Want to Know, Predict, Learned, Summarize)
Analogies Instruction
Possible Sentences
Vocabulary Self-Collection Strategy (VSS)
Guided Reading in Textual Settings (GRITS)
Re Quest: Asking Self-Declared Questions
Idea Circles
Infra-Act: Sharing Perspectives
Question-Answer Relationships
Resources: Commercially Available Reading Programs

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