The Howard Street Tutoring Manual, Second Edition: Teaching At-Risk Readers in the Primary Grades by Darrell Morris, Paperback | Barnes & Noble
The Howard Street Tutoring Manual, Second Edition: Teaching At-Risk Readers in the Primary Grades

The Howard Street Tutoring Manual, Second Edition: Teaching At-Risk Readers in the Primary Grades

by Darrell Morris
     
 

This indispensable manual provides a comprehensive guide to one-on-one instruction for struggling readers in grades 1 to 3. The book addresses the "hows," "whats," and "whys" of setting up a volunteer or professional tutoring program, supplies assessment guidelines and reproducible forms, and presents in-depth case studies that demonstrate the nuts and bolts of

Overview

This indispensable manual provides a comprehensive guide to one-on-one instruction for struggling readers in grades 1 to 3. The book addresses the "hows," "whats," and "whys" of setting up a volunteer or professional tutoring program, supplies assessment guidelines and reproducible forms, and presents in-depth case studies that demonstrate the nuts and bolts of tutoring three children at different stages of early literacy over an entire school year. Case study chapters offer clear descriptions of lesson plans, instructional activities, and informal assessment procedures, illustrated with realistic examples of student work.

Editorial Reviews

From the Publisher
"The Howard Street Tutoring Manual is the leading text focused on the training of reading tutors. The second edition provides enhanced case study examples and detailed, step-by-step directions regarding instructional techniques and materials for use with struggling readers. This book is a 'must read' for classroom teachers and paraprofessionals desiring to enrich their reading instruction, for volunteer tutors, and for anyone wishing to create, expand, or refine current school or community tutoring programs."—Jessica G. Bevans, Brigham Young University

"This revised second edition is a 'must' for any educator working with struggling readers and any teacher educator developing reading methods or intervention courses. Morris’s strong theoretical background and decades of experience as a reading clinician allow him to expertly weave the 'how' and the 'why' of reading intervention into a text that is sure to be used as a professional resource time and time again. Moreover, many of the basic tutoring components can be transferred to small-group instruction."—Kathleen J. Brown, PhD, University of Utah Reading Clinic

"If you’re a teacher looking for a tutoring manual to use with your struggling readers, a professor seeking a text for a course on tutoring, or a parent or literacy volunteer working one on one with a child, then this remains the first (and perhaps only) book you should read. Morris speaks directly to anyone who has an interest in helping struggling readers."—Sam Miller, PhD, Department of Curriculum and Instruction, School of Education, University of North Carolina-Greensboro

"The Howard Street Tutoring Manual is a 'must read' for anyone implementing a tutoring program for struggling readers. In this second edition, Darrell Morris, a leading expert in the field of early reading, details the practices and procedures for a successful tutoring intervention. Through careful and thoughtful explanation, this how-to manual makes it possible to train motivated people with varying skills to help young children achieve the difficult task of learning to read."—Barbara A. Wasik, PhD, Center for Social Organization of Schools, Johns Hopkins University

Education Review
"I found this book to be a comprehensive refresher in the structure and function of tutoring sessions....Will be quite useful for tutors, and can be a handy reference for trainers in tutoring programs. There is a great deal of useful material....The Manual assimilates a tremendous amount of information in one volume, and for a volunteer tutor who may not be trained in education, it will be a useful reference....The book is a well-researched, incredibly useful resource for working with at-risk readers, complete with materials, books to use, and guidance in assessing a student's progress."—Education Review
Booknews
Prepares professionals and students to conduct one-to-one instruction with struggling readers and to conceptualize and develop effective tutorial programs. Details procedures for assessing word recognition, oral reading, and spelling, and offers reproducible assessment tools and scoring sheets. In-depth case studies are presented, following the progress of three children at different stages of early literacy over the course of an entire school year. Features detailed descriptions of teaching plans, lessons, and informal assessments, plus word lists and reading lists. Annotation c. Book News, Inc., Portland, OR (booknew.com)

Product Details

ISBN-13:
9781593851248
Publisher:
Guilford Publications, Inc.
Publication date:
12/30/2004
Edition description:
Second Edition
Pages:
243
Product dimensions:
8.50(w) x 11.00(h) x (d)
Age Range:
6 - 8 Years

Related Subjects

Read an Excerpt

Contents
Preface
Preface to the First Edition
1. The Initial Reading Assessment
2. Atticus, the Emergent Reader: I. Summary of Initial Reading Assessment. II. Teaching Strategies. III. Representative Tutoring Lessons across the Year. IV. Assessment of Progress.
3. Beth, the Fledgling Reader: I. Summary of Initial Reading Assessment. II. Teaching Strategies. III. Representative Tutoring Lessons across the Year. IV. Assessment of Progress.
4. Curt, the Late-First- to Second-Grade-Level Reader: I. Summary of Initial Reading Assessment. II. Teaching Strategies. III. Representative Tutoring Lessons across the Year. IV. Assessment of Progress.
Appendices: Books for Curt Listed by Difficulty Level; Word Lists from Which to Choose Words for Vowel Pattern Sorts; Proposed Sequence of Vowel Pattern Sorts.

Meet the Author

Darrell Morris, EdD, is a professor of education and the director of the Reading Clinic at Appalachian State University in Boone, North Carolina. He received his doctorate from the University of Virginia in 1980, after which he began his college teaching career at National-Louis University in Evanston, Illinois. Since moving to Appalachian State in 1989, he has directed the master's program in reading, researched the beginning reading and spelling processes, and helped school districts throughout the country set up early reading-intervention programs.

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