Teaching Struggling and At-Risk Readers: A Direct Instruction Approach

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach

Paperback

By (author) Douglas W. Carnine, By (author) Jerry Silbert, By (author) Edward J. Kameenui, By (author) Kathleen Jongjohann, By (author) Sara G. Tarver

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  • Publisher: ALLYN & BACON
  • Format: Paperback | 256 pages
  • Dimensions: 188mm x 229mm x 15mm | 544g
  • Publication date: 30 August 2005
  • Publication City/Country: Old Tappan
  • ISBN 10: 0131707329
  • ISBN 13: 9780131707320
  • Edition statement: New.
  • Sales rank: 128,540

Product description

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach is designed to provide specific information to assist educators in being effective teachers of reading with all of their students. This three-part book provides information on incorporating instructional design and delivery principles into daily instruction for students at the beginning and primary stages of reading. It discusses: * Structuring initial teaching procedures so teaching presentations are clear and foster a high degree of interaction between teachers and students. * Using language and demonstration techniques that can be understood by all students. * Sequencing the instruction of reading content to ensure essential skills and knowledge are taught in an aligned and coherent manner. * Using techniques that provide adequate practice and review for students in developing high levels of fluency and accuracy.

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Back cover copy

"Teaching Struggling and At-Risk Readers: A Direct Instruction Approach" is designed to provide specific information to assist educators in being effective teachers of reading with all of their students.This three-part book provides information on incorporating instructional design and delivery principles into daily instruction for students at the beginning and primary stages of reading. It discusses: Structuring initial teaching procedures so teaching presentations are clear and foster a high degree of interaction between teachers and studentsUsing language and demonstration techniques that can be understood by all studentsSequencing the instruction of reading content to ensure essential skills and knowledge are taught in an aligned and coherent mannerUsing techniques that provide adequate practice and review for students in developing high levels of fluency and accuracy

Table of contents

Part 1: Foundations Chapter 1: Overview of Struggling Readers and At-risk students Chapter 2: Instructional Materials: Essential Features of Effective Reading Programs Chapter 3: Explicit and Systematic Instructional Design Chapter 4: Explicit and Systematic Lesson Presentation Techniques Part 2: Instruction Chapter 5: Phonemic and Phonological Awareness Chapter 6: Overview of Phonics Instruction Chapter 7: Letter-Sound Correspondence - Beginning Stage Chapter 8: Letter-Sound Correspondence - Primary Stage Chapter 9: Word Reading- Beginning Stage Chapter 10: Phonics and Word Attack During Primary Stage Chapter 11: Overview of Fluency Chapter 12: Passage Reading During the Beginning Reading Stage Chapter 13: Story Reading and Fluency Development- Primary Stage Chapter 14: Overview of Vocabulary Instruction Chapter 15: Vocabulary Instruction During the Beginning Stage Chapter 16: Vocabulary Instruction During Primary Stage Chapter 17: Overview of Reading Comprehension Instruction Chapter 18: Beginning Comprehension Instruction Chapter 19: Comprehension Instruction for Primary Level PART 3: Organizing the Classroom and School for Reading Instruction Chapter 20: Overview Chapter 21: Classroom Instruction in Kindergarten Chapter 22: Classroom Instruction in First Grade Chapter 23: Classroom Instruction in Second and Third Grade Appendix A: Word Lists Appendix B: Oral Language Screening Test and Record Form Appendix C: Beginning Phonics Assessment Appendix D: Primary Phonics Assessment References Index