Reading Instruction for Students Who Are at Risk or Have Disabilities - Softcover

Bursuck, William D.; Damer, Mary

Softcover

ISBN 10: 0205404049 ISBN 13: 9780205404049

Verlag: Pearson, 2006

Inhaltsangabe

Organized according to the Reading First categories of reading development and instruction as presented in the report of the National Reading Panel, this exciting and timely new text presents teaching strategies for children at-risk, including children of poverty, children for whom English is not their primary language, and children with learning and behavioral disabilities. These are the children No Child Left Behind challenges teachers to serve more effectively. 

 

The book is more than a list of teaching strategies that are scientifically-validated; the scientifically-validated practices included are integrated into a systematic teaching process that stresses the use of student outcome data within authentic classroom contexts to guide practice.  The teaching strategies have been field tested with at-risk children in both rural and urban teaching settings. Most of the strategies have resulted from work the authors did in their recent four-year federally-funded model-demonstration grant in which they have implemented an extensive reading problem prevention model in grades K-3 in three inner-city schools. Thus, the teaching strategies in the book are ones that the authors implemented every day with at-risk children, not just findings from research articles.

 

Features of this First Edition Include:

• Content organized around the five components validated by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Readers learn how to use DIBELS and other curriculum-based assessment results for early identification of children at risk of reading failure and to monitor student progress. A unique feature is using DIBELS assessments to pinpoint student skill development as they acquire alphabetic principle.
• Accompanying DVD shows teacher explicitly teaching letter sound recognition, regular word decoding, sight words, multisyllable word reading, passage reading, vocabulary, and comprehension.
• Text explains how to use Differentiated Instruction to maximize learning for all students.
• Specific strategies are detailed for implementing Response To Intervention (RTI) multi-tier instruction during the reading block.
• Examines building vocabulary knowledge through direct and indirect teaching strategies.
• Comprehension strategies identified by the National Reading Panel that help students derive meaning from text are emphasized. 
• Strategies for individualizing instruction for adolescents and children who are bilingual and/or ESL are included within each chapter.
• Effective strategies for managing classroom behavior, including instruction groups are provided so that student behavior does not interfere with reading instruction.

 

Über diesen Titel

Über die Autorin bzw. den Autor

Mary Damer is an adjunct professor at the Ohio State University and an educational consultant and co-founder of Multi-Tier LLC, a consulting company that works with school districts to increase reading achievement through an intensive multi-tiered model based on preventing reading failure.  A former teacher, principal, and behavior consultant she is the co-author of Managing Unmanageable Students: Practical Solutions for Administrators.  For four years she was the field director for Project PRIDE, an OSEP funded multi-tier reading project in three high poverty urban schools.

William D. Bursuck has more than 35 years experience as a general and special education teacher in the public schools as well as a university teacher educator. Although he has written numerous research articles and is a successful grant writer, Dr. Bursuck takes particular pleasure in providing classroom and future teachers with practical, evidenced-based strategies to help students with special needs be more successful in school. He is currently professor in the Department of Specialized Education Services at the University of North Carolina at Greensboro.

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Reading Instruction for Students Who Are at Risk or Have Disabilities, 1/E

William D. Bursuck, University of North Carolina — Greensboro
Mary  Damer, Ohio State University

ISBN: 0205404049

 

 

“While the first chapter captures the very essence of teaching reading, the rest of the text is an absolute gold mine of additional research based instructional strategies appropriate for the college student, the first year teacher, and the veteran reading teacher. I wish I had written it!”

-Pam Matlock, Murray State University

 

 

 

This exciting new text presents strategies for teaching children who are at-risk, including children with learning and behavioral disabilities, children of poverty, and children who speak English as a second language.  More than just a list, the text integrates scientifically-validated practices into a systematic teaching process that uses data from students in authentic classrooms to guide practice. In fact, many of the strategies come from Bursuck and Damer’s own recent fieldwork done through a four-year federally-funded grant to implement an extensive reading problem prevention model in three K-3 inner-city schools. Reading Instruction for Students Who Are at Risk or Have Disabilities is organized according to the Reading First categories of reading development and instruction as they were presented by the National Reading Panel.

 

Unique features of the text include:

• Teaching strategies tied to the results of curriculum-based assessments. Teachers are shown the results for a range of different students, as well as how to translate those results into a teaching program.
• Strategies for individualizing instruction for children who are bilingual and/or ESL included within each chapter.
•  Strategies for teaching oral expressive and receptive language, including vocabulary, integrated into all sections of the text.
• An integrated approach to literacy, wherein content and instruction in spelling, handwriting, and written expression are integrated carefully into all the chapters in the text that stress reading outcomes.
• Stress on how to adapt existing curricular materials to meet the needs of children who are at-risk by including a materials adaptation section in each chapter. Actual examples of adaptations are shown.

Details zur Ausgabe

• Verlag: Pearson
• Erscheinungsdatum: 2006
• Sprache: Englisch
• ISBN 10: 0205404049
• ISBN 13: 9780205404049
• Einband: Taschenbuch
• Anzahl der Seiten: 334
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar