Instructing Students Who Have Literacy Problems, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package / Edition 7

by Sandra McCormick, Jerry Zutell

Overview

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Long valued for its coverage of both assessment and instructional strategies, this widely popular reading diagnosis text presents a balanced view of literacy instruction, thoroughly examining interventions for students having difficulties with word study and reading comprehension. Instructing Students Who Have Literacy Problems, 7/e incorporates chapters on both formal and informal assessment with instructional interventions, allowing instructors to use this versatile text for one inclusive course or for two separate courses on diagnosis and instruction. Student case studies, as well as vignettes of teachers in action, illustrate real-world applications based on extensive research and the theoretical foundations of reading intervention. The new edition is available as an enhanced eBook, includes suggestions for using technology to teach struggling readers, addresses the Common Core State Standards, and includes numerous other features that establish the text as an influential and invaluable resource in the fields of reading assessment, diagnosis, and remediation. The Enhanced Pearson eText features embedded video.

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0133830934 / 9780133830934 Instructing Students Who Have Literacy Problems, Loose-Leaf Version with Enhanced Pearson eText — Access Card Package

Package consists of:

• 0133563294 / 9780133563290 Instructing Students Who Have Literacy Problems, Loose-Leaf Version
• 0133824632 / 9780133824636 Instructing Students Who Have Literacy Problems, Enhanced Pearson eText — Access Card

Product Details

ISBN-13:	9780133830934
Publisher:	Pearson Education
Publication date:	06/22/2014
Edition description:	7th ed.
Pages:	536
Product dimensions:	8.40(w) x 10.90(h) x 1.00(d)

About the Author

Sandra McCormick is a Professor Emerita and former Director of the Reading Clinic at the Ohio State University. She is an author of six previous editions of this popular text, the graduate-level textbook, Remedial and Clinical Reading Instruction (Merrill), and numerous articles on delayed readers published in Reading Research Quarterly, The Reading Teacher, Journal of Learning Disabilities, Language Arts, and other journals. Dr. McCormick has served on the Board of Directors of the International Reading Association and was coeditor, with Jerry Zutell, of the National Reading Conference Yearbook.

Jerry Zutell is a Professor Emeritus and former Director of the Reading Clinic at the Ohio State University. He is a noted researcher and writer about oral reading fluency, spelling development, and related instructional practices. He is the developer of the Directed Thinking Spelling Activity (DSTA), an innovative student-active cycle of word study instruction, and the Theme-Context-Roots-Reference-Review (TC3R) model of vocabulary instruction. Dr. Zutell is a senior author of Spell It —Write! (Zaner-Bloser, 1998), coauthor of Essential Strategies for Word Study (Scholastic, 2010), and author of the vocabulary series, Word Wisdom (Zaner-Bloser, 2005, 2013). Dr. Zutell was coeditor, with Sandra McCormick, of the National Reading Conference Yearbook.

Table of Contents

• Chapter 1: Basic Concepts and Definitions in Reading
• Chapter 2: Causes and Correlates of Individual Differences in Reading Ability

• Chapter 3: Assessment for Identification of Reading Problems
• Chapter 4: Assessment for Verifying General Reading Levels
• Chapter 5: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 1
• Chapter 6: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 2

• Chapter 7: Important Principles of Instruction for Delayed Readers
• Chapter 8: Word Recognition and Fluency
• Chapter 9: Word Identification
• Chapter 10: Knowledge of Word Meanings
• Chapter 11: Comprehension of Narrative Text
• Chapter 12: Comprehension of Informational Text
• Chapter 13: The Severely Delayed Reader and the Nonreader
• Chapter 14: English Language Learners and Other Learners with Special Needs

Editorial Reviews

This textbook provides the basic foundational knowledge necessary to understand teaching literacy. It is a valuable resource because it can be used for all grade levels. It provides a wealth of knowledge on the foundations of literacy, current issues in education, and a refined focus on assessment and instruction, going in depth with what many feel to be a very intimidating process.

The textbook lays out activities and strategies that are considered top-down and bottom-up, therefore covering the whole spectrum to help teachers choose methods for a balanced approach. — Shawn Lee Coskey, East Stroudsburg University

This book is easy to read, comprehend, and apply. It has a very good overview of assessment, basic reading problems, and adaptive measures. The authors have done an excellent job including the most important topics for an assessment/clinical experience course. Although challenging, it is simplistic in format. Many students would appreciate this as it appears to be the essential “capsule” for intervention. — Patricia J. Pollifrone, Ph.D., Gannon University

A comprehensive textbook about assessing and working with literacy in the classroom. The text provides wonderful, concrete examples for the classroom, and has quite a few research-to-practice materials for future teachers. The strategies incorporated into this text were very engaging and would help future teachers set up lesson plans for their students. — Dr. Patricia L. Jones, Tennessee Wesleyan College

From the Publisher