So What Do I Do Now?
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Köp båda 2 för 1077 krThis trusted practitioner guide and course text helps K-8 teachers utilize assessment as an integral component of classroom instruction. It guides teachers step by step to recognize good reader behaviors, assess students' strengths and weakne...
How can busy teachers successfully manage the complex task of assessing their students' reading comprehension? This invaluable book--the first stand-alone guide on the topic--presents reliable, research-supported guidelines and procedures for K-6 ...
Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-5 andReading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005. Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-5. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, " Factors that predict success in an early literacy intervention program." She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.
Chapter One: An Overview of Reading Instruction for Struggling Readers
Reading InstructionPast and Present Perspectives
Successful Intervention A New Perspective
Principles of Effective Intervention Programs
Current Issues
Summary
References and Recommended Readings
Chapter Two: Patterns of Reading Difficulty
General Patterns
Defining a Students Reading Level
Reading Level: An Indicator of Problem Severity
Reading Level: An Indicator of Word Identification Proficiency
Reading Level: An Indicator of Comprehension Proficiency
Designing the Intervention Focus
Summary
References and Recommended Readings
Chapter Three: The Structure of Intervention Sessions
The Importance of Consistent Structure
Individual Intervention Structures K-5
Group Intervention Structures K-5
Intervention Structures 6-12
Classroom Intervention Structures That Foster the Growth of Struggling Readers
Designing Your Own Structure
Application to English Language Learners
Application to Adolescent Learners
Response to Intervention
Summary
References and Recommended Readings
Chapter Four: Phonological Awareness
What Is Phonological Awareness and Why Is It Important?
The Importance of Rhyme
The Informal Reading Inventory as an Indicator of Rhyme Knowledge
Phonological Awareness Instruction
The Importance of Phonemic Awareness
Developing Phonemic Awareness Aurally
Application to Writing
Application to English Language Learners
Application to Adolescent Learners
Response to Intervention
Summary
References and Recommended Readings
Chapter Five: Word Identification Instruction: Phonics and More
What Is Systematic Phonics Instruction?
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