Assessing and Correcting Reading and Writing Difficulties: A Student-Centered Classroom - Tapa dura

Acerca del autor

Thomas G. Gunning, a former elementary school reading consultant, junior high English teacher, and secondary school reading specialist, is Professor Emeritus, Southern Connecticut State University, where he was department chair and reading clinic director. Gunning is currently an Adjunct Professor, Reading/ Language Arts Department, Central Connecticut State University. He has conducted research on group reading inventories, vocabulary assessment, reading disabilities, intervention programs, readability, response to intervention, decoding processes and strategies, and literacy skills needed to cope with high-stakes tests. Gunning’s other books with Pearson include Creating Literacy Instruction for All Students, 8/e Creating Literacy Instruction for All Students In Grades Pre-k to 4, 2/e; Creating Literacy  Instruction for All Students In Grades 4-8, 3/e; Building Literacy in Secondary Content Area Classrooms; Developing Higher-Level Literacy in All Students: Building Reading, Reasoning, and Responding; Closing the Literacy Gap; Phonological Awareness and Primary Phonics; and Building Words: A Resource Manual for Teaching word Analysis and Spelling Strategies.

De la contraportada

Grounded in theory and research, yet highly practical in nature, this book illustrates through a wealth of examples how to assess  students and how to use assessment results to screen students monitor progress, and provide effective instruction.

Here are 46 easy-to-follow, step-by-step sample lessons covering virtually every major skill or strategy needed to successfully assess and instruct struggling readers of all ages. The emphasis is on strategies that can be used independently for developing skills in word recognition, vocabulary, comprehension, reading in the content areas, writing, spelling, and studying.

The new Fifth Edition has been updated and expanded to include:

• Extensive coverage of Response to Intervention;
• Details on the impact of the Common Core Standards, especially in developing the ability to read complex text;
• Techniques to help struggling readers take responsibility for their learning through fostering executive functioning;
• Introduction of an excellent instrument that doubles both as an assessment of comprehension and a highly motivational comprehension building technique—Mystery Passages Think Aloud;
• Ideas for using indexing effectively with struggling non-comprehenders;
• New ways to assess vocabulary and two programs for developing academic vocabulary; and
• Expanded coverage of paraphrasing, summarizing, comprehending sentences, using text structures, imaging and using manipulatives, and new coverage of techniques such as close reading.

0132685817 - Creating Literacy Instruction for All Children in Grades Pre-K to 4, 2/e - c2013

0132317443 - Creating Literacy Instruction for All Students in Grades 4 to 8, 3/e - c2012

0205522203 - Developing Higher-Level Literacy in All Students, 1/e - c2008

020545626X - Closing the Literacy Gap, 1/e - c2006

0205309224 - Building Words, 1/e - c2001

0205323235 - Phonological Awareness and Primary Phonics, 1/e - c2000

0205286259 - Best Books for Building Literacy for Elementary School Children, 1/e - c2000