Books by Theme
Assessing Reading: Multiple Measures
The 2008 revised 2nd edition provides a collection of tests for the comprehensive assessment of skills related to reading. These assessments can help teachers identify why a student is having reading difficulty and determine what the next step in instruction should be to remediate that difficulty. The assessments are intended to assist the teacher in determining the instructional needs of all students and in monitoring progress throughout the course of instruction
Beginning to Read: Thinking and Learning about Print
Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
Bringing Words to Life, Second Edition: Robust Vocabulary Instruction
A practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. This updated edition includes chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). There are also expanded discussions of content-area vocabulary and multiple-meaning words.
Early Childhood Literacy: The National Early Literacy Panel and Beyond
What are today's best practices in early literacy instruction — and what should schools and programs focus on in the near future? More than 20 experts in early literacy research explore the answers in this essential volume for program directors, administrators, and curriculum developers. Using the landmark National Early Literacy Panel (NELP) Report as a starting point, this accessible book breaks the report down into key takeaways, recommends future directions in policy and practice, and tackles emerging issues and new research not addressed in the NELP report.
Equipped for Reading Success
A comprehensive, step-by-step program for developing phonemic awareness and fluent word recognition.
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
A practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension.
Know Better, Do Better: Teaching the Foundations So Every Child Can Read
The authors have spent decades transforming education, working as teachers, researchers, leaders, and founders of an alternative public elementary school in Harlem, The Family Academy. How can a school with plenty of resources, dedication to outstanding instruction, and support for social and emotional learning fail so spectacularly at teaching children how to read? The authors examined the research, pedagogical movements, and deeply entrenched classroom myths to find the literacy practices and instructional materials that actually improve student learning outcomes. This book is written for teachers looking for real strategies to use in their classrooms and parents trying to be better advocates for their children.
Knowledge to Support the Teaching of Reading
Basic reading proficiency is key to success in all content areas, but attending to students’ literacy development remains a challenge for many teachers, especially after the primary grades. This book presents recommendations for the essential knowledge about the development, acquisition, and teaching of language and literacy skills that teachers need to master and use.
Making Sense of Interventions for Children with Developmental Disorders: A Guide for Parents and Professionals
The authors discuss the non-evidence-based interventions that proliferate in the fields of children’s speech, language, literacy, attention, cognition, working memory, and behavior. They explore the science — or lack thereof — behind the interventions and suggest evidence-based alternatives that enjoy stronger scientific support. Written in lively, readable language, the book provides clear descriptions of each intervention and the populations to whom they are marketed; reasoned explanations of why the intervention should be approached with caution or rejected outright; and suggestions for interventions with proper scientific support, suitable for the children in question.
Sally Shaywitz, codirector of the Yale Center for the Study of Learning and Attention and a leader in the new research into how the brain works, offers the latest information about reading problems and proven, practical techniques that, along with hard work and the right help, can enable anyone to overcome them. Here are the tools that parents and teachers need to help a child with dyslexia, age by age, grade by grade, step by step.
Reading Assessment: Linking Language, Literacy, and Cognition
Written from a strengths-based perspective, the author explores the theoretical underpinnings of reading, language, and literacy and provides detailed information on the wide range of reading inventories and standardized tests that may be used in a reading psychoeducational assessment. With a focus on how to craft professional evaluation reports that illuminate a student's strengths ― not just weaknesses ― that enables school psychologists and diagnosticians, reading specialists, and special education professionals to conduct evaluations and develop effective interdisciplinary remedial recommendations and interventions.
Speech to Print: Language Essentials for Teachers, Second Edition
The new edition of this bestselling text helps elementary educators grasp the structure of written and spoken English, understand how children learn to read, and apply this foundational knowledge as they deliver explicit, high-quality literacy instruction. You'll find expanded information on the critical elements of language, including orthography, morphology, phonetics, phonology, semantics, and syntax. See also: Speech to Print Workbook: Language Exercises for Teachers, Second Edition.
Teaching Students with Dyslexia, Dysgraphia, OWL LD, and Dyscalculia
How can teachers provide effective instruction for students with learning disabilities while meeting the needs of all students? The second edition of this accessible text gives K–12 educators research-based answers. The book covers all four learning disabilities that require differentiated instruction — dysgraphia, dyslexia, dyscalculia, and oral and written language learning disability. It helps prepare educators to deliver explicit and engaging instruction customized to the needs of their students. Critical insights from diverse fields blend with lessons learned from actual teaching experience, making this both a preservice text and an in-service professional development tool.
The Differentiated Classroom: Responding to the Needs of All Learners
Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling work, Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests.
The Knowledge Gap
Cognitive scientists have known for decades that the most important factor in comprehension isn’t a set of generally applicable skills; it’s how much background knowledge the reader has about the topic. And yet, in most American elementary schools, teachers are not given the training and support they need to provide deep, rich content — about history, social studies, science, language and the world around them. In this book, education journalist makes the case for bringing content knowledge back into classrooms.
The Power of RTI and Reading Profiles: A Blueprint for Solving Reading Problems
Learn why RTI is today's best approach for preventing reading difficulties. For practitioners, the book provides a complete, evidence-based blueprint for using RTI and reading profiles in tandem to plan effective core literacy instruction and help struggling readers in Grades K-6, whether they have disabilities or issues related to experience (e.g., ELLs, children from poverty backgrounds). For researchers and policymakers, the book describes ways to help ensure higher reading achievement for every student, including improvements in core reading instruction, use of RTI practices and the Common Core State Standards, and teacher preparation.
The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction — and What We Can Do About It
This book tells the engaging story of why it makes no sense to continue with the age-old conflict between phonics and meaning when considering reading instruction for students — particularly those students most in need. Reading disability and illiteracy are among the most pressing educational issues facing the United States today. At least 40 percent of America's fourth-graders are unable to read at grade level. The Reading Glitch sheds light on the philosophical, pedagogical, and cultural causes of reading failure and reveals the scientific findings that point to promising solutions.
The Science of Reading: A Handbook
A multidisciplinary overview of contemporary knowledge about reading and related skills. The book provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction. Sections include: Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; and Teaching Reading.
Why Knowledge Matters
Hirsch draws on recent findings in neuroscience and data to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children’s life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement.
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction
Written for professional development facilitators and their program participants, literacy coaches, reading specialists, and classroom teachers, this book is a hands-on, developmentally-driven approach to word study that illustrates how to integrate and teach children phonics, vocabulary, and spelling skills. The keys to this successful, research-based approach are to know your students’ literacy progress, organize for instruction, and implement word study. This sixth edition lists the Common Core State Standards for each activity, and features enhanced discussions, activities, and content.
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