Reading Strategies for Elementary Students With Learning Difficulties / Edition 1 available in Paperback
- Pub. Date:
- SAGE Publications
Basedon current research, this indispensable resource with abuilt-in facilitator's guide outlines proven best practices for effective reading instruction.
About the Author
Learn more about William Bender's PD offeringsConsulting Description: Differentiated InstructionConsulting Description: MathConsulting Description: Project-Based LearningConsulting Description: RTIConsulting Description: TechnologyWilliam 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.
Table of Contents
AcknowledgmentsAbout the AuthorsIntroduction1. The Reading Brain and Literacy Instruction The Good News in Reading Research! Big Ideas From Early Literacy Research The Emerging Emphasis on Literacy Assessment of Early Literacy Brain Compatible Reading Instruction A Brain-Based Model of Reading What the Brain Research on Reading Has Found Conclusion 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 Conclusion What's Next?3. Phonics and Word Attack Strategies Phonics and the Brain Phonics Instructional Options Strategies for Developmental Reading and Spelling Stages Conclusion What's Next?4. Strategies for Building 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 Conclusion What's Next?5. Gaining Meaning From Reading Reading Comprehension and the Brain Story Grammar Student Think-Alouds or Inferencing Substrategies Question Answering Gist Summaries Improvisational Drama Cooperative Discussion and Questioning (Coop-Dis-Q) Collaborative Strategic Reading (CSR) Bibliotherapy Conclusion 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 Intra-Act: Sharing Perspectives Question-Answer Relationships ConclusionResources: Commercially Available Reading Programs - Jana Nylund and William N. BenderGlossaryIndexFacilitator's Guide