Assessing and Correcting Reading and Writing Difficulties

<h2>BRIEF TABLE OF CONTENTS</h2> <div class="c-section-headers-non-traditional-number-list_container"> <ol> <li>Introduction to Literacy Difficulties</li> <li>Factors Involved in Reading and Writing Difficulties</li> <li>Overview of Assessment</li> <li>Placing Students and Monitoring Progress</li> <li>Assessment of Reading and Writing Processes</li> <li>Assessment of Cognitive, School, and Home Factors</li> <li>Emergent Literacy and Prevention Programs</li> <li>Teaching Phonics, High-Frequency Words, and Fluency</li> <li>Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies</li> <li>Building Vocabulary</li> <li>Building Comprehension</li> <li>Reading to Learn and Remember in the Content Areas</li> <li>Building Writing Strategies</li> <li>Tier II and III Programs for Students of All Ages</li> <li>Organization of Intervention and Corrective Programs</li> </ol> <h3>Appendix A: Informal Assessment Measures</h3> <h3>Appendix B: Sample Assessment Report</h3> <h4 class="h5">Glossary</h4> <h4 class="h5">References</h4> <h4 class="h5">Index</h4> </div> <div class="c-header-numbers-with-list_container"> <h2>DETAILED TABLE OF CONTENTS</h2> <ol> <li><strong>Introduction to Literacy Difficulties</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Nature of Reading Difficulties</li> <li>The Nature of Intervention and Corrective Instruction</li> <li>Principles of Intervention and Corrective Instruction</li> <li>Impact of Federal Legislation and Standards</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Factors Involved in Reading and Writing Difficulties</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Interacting Factors in Reading and Writing Difficulty</li> <li>Cognitive Factors</li> <li>Language Factors</li> <li>Affective Factors</li> <li>Physical Causes</li> <li>Social, Cultural, Economic, and Educational Factors</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Overview of Assessment</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Principles of Effective Assessment</li> <li>Tests</li> <li>Assessing for Learning</li> <li>Evaluating Assessment Devices</li> <li>High-Stakes Tests</li> <li>Assessing English Language Learners</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Placing Students and Monitoring Progress</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>The Informal Reading Inventory</li> <li>Reaching the Frustration Level</li> <li>Establishing Listening Capacity</li> <li>Running Records</li> <li>Planning Instruction</li> <li>Based on IRI, Miscue Analysis, or Running Record Results</li> <li>IRI-Based Tests</li> <li>Screening, Monitoring Progress, and Benchmarking</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Assessment of Reading and Writing Processes</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Reading Processes: Decoding</li> <li>Reading Processes: Comprehension and Study Skills</li> <li>Assessing Vocabulary Knowledge</li> <li>Assessing</li> <li>Writing</li> <li>Spelling and Handwriting</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Assessment of Cognitive, School, and Home Factors</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Assessment of Capacity</li> <li>Tests of Listening, Language, Memory, Associative Learning, and Word Finding</li> <li>Assessing the Instructional Situation</li> <li>Case History</li> <li>Summarizing, Organizing, Interpreting, and Reporting Assessment Data</li> <li>Mini–Case Study</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Emergent Literacy and Prevention Programs</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Emergent Literacy and Prevention Programs</li> <li>Using Read-Alouds and Writing to Develop Emergent Literacy</li> <li>Phonological Processes and Reading</li> <li>Letter Knowledge</li> <li>Mini–Case Study</li> <li>Prekindergarten Prevention Programs</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Teaching Phonics, High-Frequency Words, and Fluency</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Phonics and the Struggling Reader</li> <li>Teaching Consonants</li> <li>Teaching Vowels</li> <li>Mini–Case Study</li> <li>Word-Analysis Strategies</li> <li>Mini–Case Study</li> <li>High-Frequency Words</li> <li>Fostering Fluency</li> <li>Mini–Case Study</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Syllabic Analysis</li> <li>Morphemic Analysis</li> <li>Contextual Analysis</li> <li>Using the Dictionary</li> <li>Balanced Use of Strategies</li> <li>Mini–Case Study</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Building Vocabulary</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>The Nature of Vocabulary Instruction for Underachieving Readers</li> <li>Principles of Vocabulary Instruction</li> <li>Teaching Words</li> <li>Teaching</li> <li>Vocabulary to English Learners</li> <li>A Full Program of Vocabulary Development</li> <li>Mini–Case Study</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Building Comprehension</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Theories of Comprehension</li> <li>Comprehension Strategies</li> <li>Beyond Strategies</li> <li>Importance of Background Knowledge, Reasoning and Talk</li> <li>Lessons and Teaching Techniques that Foster Comprehension</li> <li>Mini–Case Study</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Reading to Learn and Remember in the Content Areas</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>The Challenge of Content-Area Instruction</li> <li>Framework for Teaching Content-Area Reading</li> <li>Using Text Structure</li> <li>Instructional Techniques</li> <li>for Fostering Learning From Text</li> <li>Textbooks in the Content Areas</li> <li>Teaching Literature to Struggling Readers</li> <li>Reading to Learn and Remember</li> <li>Mini–Case Study</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Building Writing Strategies</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Struggling Writers and the Nature of Writing</li> <li>Writing Workshop</li> <li>Composing Narrative, Explanatory/Informational, and Persuasive Texts</li> <li>Writing Programs for Low-Achieving Readers and Writers</li> <li>Mini–Case Study</li> <li>Spelling and Handwriting</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Tier II and III Programs for Students of All Ages</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>Approaches to Intervention</li> <li>Intervention Programs</li> <li>The Need for Specialized Techniques</li> <li>Working with English Learners</li> <li>Summary</li> <li>Application Activities</li> </ul></li> <li><strong>Organization of Intervention and Corrective Programs</strong> <ul> <li>Using What You Know</li> <li>Anticipation Guide</li> <li>The Changing Face of Intervention</li> <li>Components of an Effective Intervention Program</li> <li>Matching Students with Materials</li> <li>Technology for the Reading/Writing Program</li> <li>Summary</li> <li>Application Activities</li> </ul></li> </ol> <h3>Appendix A: Informal Assessment Measures</h3> <h3>Appendix B: Sample Assessment Report</h3> <h4 class="h5">Glossary</h4> <h4 class="h5">References</h4> <h4 class="h5">Index</h4> </div>