Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties / Edition 1

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Overview

Most struggling readers, including those with reading disabilities, have difficulties recognizing printed words. This unique, lucidly written book synthesizes the research on how children learn to read words skillfully and translates it into step-by-step strategies for the classroom. The author demonstrates how to plan and implement a coordinated series of lessons that address letter-sound pairings, decoding and blending, multisyllabic words, sight words, and fluency. The proven techniques presented are applicable across the primary grades; in addition, specific guidance is offered for working with older children who are having difficulties. A highly accessible guide, the book features reproducible assessment and instructional tools.

This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

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Editorial Reviews

From the Publisher

"As a practicing school psychologist and state reading trainer who works extensively on preventing reading problems at the district and state level, I find this book to be an excellent synthesis of best practices for teaching word recognition to all children. O'Connor provides a sequenced framework for developing individualized lessons for both younger and older struggling readers. A quick-reference table provides a summary and roadmap of all the teaching methods and activities described. This book is an invaluable day-to-day resource for special and general educators. It is also a great preservice or inservice text for teachers, school psychologists, and reading consultants."--Jim Weaver, MA, SPsyS, Michigan Integrated Behavior and Learning Support Initiative
 

"This unique volume provides a thorough and comprehensive discussion of reading instruction at the word level, including practical ideas that reading specialists and special educators can immediately apply when working with students. O'Connor's in-depth knowledge of theory and research related to reading difficulties--and her ability to translate that knowledge into explicit, step-by-step strategies for the practitioner--make this a special and important book. It will be a useful text for any course within a reading or special education program that addresses instruction for struggling readers, and an important resource for practicing reading specialists and special educators."--Rita M. Bean, PhD, University of Pittsburgh
 

"Reading Words is an extremely valuable, well-written, and well-organized resource for general and special education teachers, tutors, and others who want to help their students with learning disabilities become fluent readers. The book effectively bridges the gap between research and practice, clearly explaining how reading instruction should progress and what to do when things do not go as planned. It provides hope for helping all students, regardless of their age or disability status. I used this book repeatedly during my student teaching experience in a special education classroom, and loved the results!"--Anna Waters, MA, elementary school teacher-in-training and reading tutor, University of California, Riverside

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Product Details

  • ISBN-13: 9781593853648
  • Publisher: Guilford Publications, Inc.
  • Publication date: 11/20/2006
  • Series: What Works for Special-Needs Learners
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 178
  • Sales rank: 703,386
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.38 (d)

Meet the Author


Rollanda E. O’Connor, PhD, is a reading specialist and Professor in the Graduate School of Education at the University of California, Riverside. Previously, she taught reading in special and general education classrooms for many years. Dr. O’Connor’s research has centered on issues of reading acquisition and reading improvement. She has conducted numerous reading intervention studies in general and special education settings, examined procedures to predict the students most likely to develop reading disabilities, and followed the reading progress of students who have received early intervention.
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Table of Contents


Introduction     1
The Progression from Oral Language to Reading Comprehension     2
Using This Book     8
In the Beginning: Oral Language and Learning to Read Words     11
The Contribution of Oral Language to Reading and Comprehending Words     22
Storybooks and Oral Language     14
Activities to Develop Children's Vocabulary and Oral Language     17
Some Cautions on the Research on the Role of Oral Language in Reading Words     22
Phonemic Awareness     23
Linking Phonemic Awareness and Reading Words     24
Activities to Develop Phonemic Awareness     25
A Word about Children Learning English as a Second Language     36
Assessing Phonemic Awareness     36
The Alphabetic Principle     39
Evidence That Links the Alphabetic Principle to Reading Words     39
Activities to Develop Awareness of the Alphabetic Principle     41
What about Invented Spelling?     44
Segment-to-Spell     45
Beginning to Decode     51
Phonics and Phonemic Awareness     52
Instructional Principles for Teaching Letter Sounds     52
Activities to Teach Letters and Their Sounds     54
Teaching Children to BlendLetter Sounds to Decode Words     59
Activities to Teach Students to Blend the Letter Sounds in Words     61
Is a Word Decodable?     65
Word Patterns     67
Which Patterns to Teach?     70
Which Order to Teach Them In?     70
Activities to Teach Common Letter Patterns     71
The Silent-e Rule     75
Practice, Practice, Practice     77
Developing Sight Words     79
Decodable Sight Words     79
High-Frequency Words with Irregular Spellings     80
Relations between Decoding and the Development of Sight Words     81
Activities to Teach Students to Read Sight Words     82
Reading Multisyllabic Words     91
Activities to Teach Students to Read Multisyllabic Words     94
Cover and Connect     95
Rule-Based Decoding for Words with Endings     102
Reading Words Fluently     109
Research on Improving Reading Rate     110
Activities to Improve Students' Reading Rate and Fluency     112
Older Students with Reading Difficulties     123
Effective Approaches for Reading Words     124
Combination Approaches and Reading Packages     127
Integrating Reading and Spelling to Promote Word Recognition and More     130
Resources     133
Reproducible Forms and Checklists     135
Informal Segmenting Assessment     137
Checklist of Letter Patterns That Occur in the 100 Most Common Words     138
Checklist for Letter-Sound Knowledge, Form A     139
Checklist for Letter-Sound Knowledge, Form B     140
Checklist of the Letter Patterns with Regular Pronunciations     141
Commonly Occurring Words in Printed English     142
Bingo with the 25 Most Common Words     144
A Class Chart for Monitoring Progress in Reading Rate     146
References     147
Index     159
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