Understanding Reading Problems: Assessment and Instruction: United States Edition (Myeducationlab Series) - Tapa dura

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Jean Gillet has been an elementary reading specialist in central Virginia. She has also served as a classroom teacher, staff development specialist, and university educator. Her professional interests include the diagnosis and correction of reading difficulties, children’s developmental spelling, and children’s writing. Jean’s extensive published work includes topics such as including contributing to classroom instructional materials on writing and spelling. The coauthor of several textbooks for teachers on language arts, reading, writing, and spelling, she received her doctorate from the University of Virginia.

Charles Temple teaches courses in literacy and peace studies at Hobart and William Smith Colleges in Geneva, New York. Dr. Temple studied with the late Edmund Henderson at the University of Virginia, where he explored reading instruction, reading disabilities, invented spelling, and what was to become emergent literacy. His published books cover such topics as emergent literacy, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature. He is a director of Critical Thinking International, Inc., a non-profit corporation that develops materials and fields mid-career professionals for teacher training around the world.

CodrutaTemple taught English as a foreign language and was principal of a bilingual lyceum (high school) in Romania.  She taught French as a Fulbright Scholar in California before moving permanently to the United States, where she earned a PhD. in English Education and linguistics at Syracuse University. Professor Temple now divides her time between teaching ESL methods and linguistics at New York State University College at Cortland and at Hobart and William Smith Colleges in Geneva.

Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles. A Past President of the California Reading Association, he has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-90). He is a director of Critical Thinking International and frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa

De la contraportada

Featuring classroom-based, teacher-driven approaches to effective reading assessment and remediation, the new edition of this market-leading book provides up-to-date coverage of reading processes, their assessment, and their corrective instruction. The highly popular authors present thorough treatments of reading and writing at every stage of development and include assessments in their entirety for emergent literacy including concepts about print and the concept of word, and many tests of phonological awareness, developmental spelling, word recognition, fluency, and phonics knowledge.

Among the topics covered are a detailed treatment of Informal Reading Inventories (with examples from the authors Developmental Literacy Inventory); Lexiles and guided reading levels; running records; developmental spelling stages; emergent literacy assessments including concepts about print, the concept of word, and phonological awareness; reading and spelling-based tests of phonics knowledge; assessing and teaching students with limited English proficiency; and practical strategies for adapting instruction for special needs students in inclusive classrooms. The Eighth Edition has new chapters on Response to Intervention and on the teaching of culturally and linguistically different students.

The Eighth Edition incorporates these new features:

· A comprehensive inventory for assessing emergent literacy, including several new assessments of phonological awareness (Chapter 3).

· Detailed instruction for administering, scoring, and interpreting an informal reading inventory, plus sample sections of an IRI (Chapter 5 and in the supplements).

· A thorough discussion of Response to intervention (Chapter 2).

· Extensive assessment of the often-neglected topic of narrative comprehension of early readers (Chapter 3).

· New instruments for assessing phonological awareness

· New reading and spelling-based tests of phonics knowledge

· A new instrument for assessing students developmental spelling in K through 12 (Chapter 8).

· A new chapter on teaching culturally and linguistically different students (Chapter 9).

· The Eighth Edition is organized by developmental levels, with explanations of reading issues at each level, approaches to assessment, and teaching methods delivered at the point of need.