Dr. Timothy Rasinski is a professor of education in the department of teaching, leadership, and curriculum studies at Kent State University, as well as an editor for the Journal of Literacy Research. His books include From Phonics to Fluency and the Evidence Based Instruction in Reading series.  Nancy Padak, a past College Reading Association President, is a Distinguished Professor of Education at Kent State University, where she directs the Reading and Writing Center and teaches graduate courses in literacy education. She has worked in both middle and high schools and is the co-author of From Phonics to Fluency and the Evidence Based Instruction in Reading series.  Gay Fawcett has been in education for 35 years as a teacher, principal, language arts consultant, and curriculum director.  She also directed Kent State University’s Research Center for Educational Technology.  She is currently an independent consultant.  She has authored and/or co-authored more than 80 articles, books, and book chapters for educational publications including the Kappan, Educational Leadership, Language Arts, The Reading Teacher, and others.  She also served with Rasinski and Padak as an associate editor of The Reading Teacher.

• Table of Contents for Teaching Children Who Find Reading Difficult  Chapter 1-Setting the Stage for Helping Struggling ReadersChapter 2-Determining Instructional Needs: Assessing Readers in ActionChapter 3- Creating an Instructional FrameworkChapter 4- Developing Positive Attitudes About ReadingChapter 5- Preventing Reading Problems Through Early Literacy ExperiencesChapter 6- Overcoming Difficulties in Word RecognitionChapter 7- Developing Fluent Reading in Struggling ReadersChapter 8- Building Deep and Wide Vocabularies in Struggling ReadersChapter 9- Developing Comprehension with Narrative TextChapter 10- Developing Comprehension with Informational TextChapter 11- Writing DevelopmentChapter 12-Putting It All Together: Developing Instructional Systems and Routines That Work for Students who Struggle in ReadingChapter 13- Involving Parents in Children’s Reading

Dr. Timothy Rasinski is a professor of education in the department of teaching, leadership, and curriculum studies at Kent State University, as well as an editor for the Journal of Literacy Research. His books include From Phonics to Fluency and the Evidence Based Instruction in Reading series.  Nancy Padak, a past College Reading Association President, is a Distinguished Professor of Education at Kent State University, where she directs the Reading and Writing Center and teaches graduate courses in literacy education. She has worked in both middle and high schools and is the co-author of From Phonics to Fluency and the Evidence Based Instruction in Reading series.  Gay Fawcett has been in education for 35 years as a teacher, principal, language arts consultant, and curriculum director.  She also directed Kent State University’s Research Center for Educational Technology.  She is currently an independent consultant.  She has authored and/or co-authored more than 80 articles, books, and book chapters for educational publications including the Kappan, Educational Leadership, Language Arts, The Reading Teacher, and others.  She also served with Rasinski and Padak as an associate editor of The Reading Teacher.

• Table of Contents for Teaching Children Who Find Reading Difficult  Chapter 1-Setting the Stage for Helping Struggling ReadersChapter 2-Determining Instructional Needs: Assessing Readers in ActionChapter 3- Creating an Instructional FrameworkChapter 4- Developing Positive Attitudes About ReadingChapter 5- Preventing Reading Problems Through Early Literacy ExperiencesChapter 6- Overcoming Difficulties in Word RecognitionChapter 7- Developing Fluent Reading in Struggling ReadersChapter 8- Building Deep and Wide Vocabularies in Struggling ReadersChapter 9- Developing Comprehension with Narrative TextChapter 10- Developing Comprehension with Informational TextChapter 11- Writing DevelopmentChapter 12-Putting It All Together: Developing Instructional Systems and Routines That Work for Students who Struggle in ReadingChapter 13- Involving Parents in Children’s Reading