Ebook: Reading problems: assessment and teaching strategies

Note continued: Strategies for Transforming Informational Text -- Main Idea Grid -- Idea-Mapping -- Improving Comprehension of Informational Text and RTI -- Summary -- References -- Case Study -- 13. Integrating Reading and Writing -- Introduction -- Importance of Teaching Writing -- Assessing Writing -- Writing Instruction -- Writing Process -- Supporting Students' Writing -- Personal Communication -- Written Conversations -- Personal Journals -- Strategies for Integrating Reading and Writing -- Writing and Reading Narrative Text -- Writing and Reading Informational Text -- Responding to Text -- Writing With Poetry -- Developing the Ability to Spell -- Spelling Development -- Spelling Assessment -- Spelling Instruction -- Handwriting -- Summary -- References -- 14. Literacy Instruction for Diverse Learners: English Language Learners, Literacy in a Culturally Diverse Society, Parents and Families, Adolescents and Adults With Reading Problems -- Introduction -- English Language Learners -- Who Are ELLs? -- Methods for Teaching ELL Students -- Teaching Reading to ELL Students -- Classroom Strategies for Teaching Reading to ELL Students -- Literacy in a Culturally Diverse Society -- The Important Role of Families and Parents in Fostering Literacy -- You Read to Me and I'll Read to You -- Parent Workshops -- Adolescents With Reading Problems -- Characteristics of Adolescents With Reading Problems -- Special Considerations at the Secondary Level -- Components of Effective Secondary Programs -- Adults With Reading Problems -- Postsecondary and College Programs -- Summary -- References -- 15. Literacy Instruction for Students With Special Needs -- Introduction -- Students With Disabilities -- The Individuals With Disabilities Education Improvement Act of 2004 -- Response-to-Intervention -- The Individualized Education Program -- Contents of the IEP -- Participants at IEP Meeting -- Transition Services -- Procedural Safeguards -- Educational Environments -- Learning Disabilities -- Characteristics of Students With Learning Disabilities -- Educational Settings for Students with Learning Disabilities -- Eligibility of Students With Learning Disabilities for Special Education -- Dyslexia -- Providing Reading Instruction for Students With Special Needs -- Adapting Standard Reading Methods for Students With Severe Reading Disabilities -- Differentiated Instruction -- Differences in Cognitive Processing -- Multisensory Methods for Teaching Reading -- Lindamood Phoneme Sequencing Program -- Direct Instruction Reading Program -- Summary -- References -- 16. Literacy Support as a Collaborative Process -- Introduction -- Changing Roles of Reading Specialists -- Title I Programs -- No Child Left Behind Act -- American Recovery and Reinvestment Act of 2009 -- Race to the Top -- Narrowing the Achievement Gap -- Role of the Reading Specialist in Assessment -- Evaluation of Student Performance -- Individual Diagnostic Procedures -- Role of the Reading Specialist in Instruction -- Working With Classroom Teachers -- Working With Other Professionals -- Reading Specialists as Literacy Leaders -- Providing Support for Teachers -- Providing Support for Paraprofessionals -- Serving as Liaison Between Teachers and Administrators -- Serving on Student Services Teams -- Serving on the Instructional Intervention Team -- Working With Parents -- Literacy Advocates in the Community -- Summary -- References.;Machine generated contents note: 1. Overview of Reading and Reading Problems -- Introduction -- Reading Problems: A National Dilemma -- National Reading Levels -- SAT and ACT Reading Scores Hit New Low -- Reading Needs in Today's World -- Recent Influences on the Teaching of Reading -- Response-to-Intervention -- The National Reading Panel and the Components of Reading -- Differentiated Instruction -- Common Core Standards -- Social Media and Reading -- Key Elements of Teaching Reading -- Early Literacy -- Word Recognition -- Reading Fluency -- Reading Comprehension -- Reading Vocabulary -- Reading-Writing Connection -- Enjoyment and Appreciation -- Summary -- References -- 2. Factors Associated With Reading Problems -- Introduction -- Neurological and Cognitive Factors -- Differentiated Instruction -- Working Memory -- Cognitive Strategy Instruction -- Environmental Factors -- The Home Environment -- The School Environment -- The Social Environment -- The Cultural Environment -- Emotional Factors -- Intelligence and Intellectual Factors -- Definitions of Intelligence -- Cultural Bias in the Measurement of Intelligence -- Using Intelligence Tests to Determine the Existence of a Reading Disability -- Concerns About Using Intelligence Tests to Determine a Reading Disability -- Language Factors -- Oral and Written Language -- Receptive and Expressive Language -- Systems of Oral Language -- Speech Problems and Language Disorders -- English Language Learners (ELLs) -- Physical Factors -- Hearing Impairment -- Visual Impairment -- Gender Differences -- Other Physical Problems -- Summary -- References -- 3. Gathering Data to Develop Students' Literacy Profiles -- Introduction -- Information About the Environment -- Home Environment -- School Environment -- Social and Cultural Environments -- Information About the Individual -- Emotional Information -- Information About Potential (Intelligence) -- Physical Information -- Information About Language Development -- Methods of Collecting Information -- Interview and Questionnaire -- Informal Talks -- School Records and Materials -- Observation During Reading Lessons -- Summary -- References -- 4. Norm-Referenced and Criterion-Referenced Assessments -- Introduction -- Using Both Formal and Informal Assessment -- Norm-Referenced Tests -- Criterion-Referenced Tests -- Bias in Testing -- Ethical Considerations -- Scores on Norm-Referenced Tests -- Standardization, Validity, and Reliability -- Tests of General Reading Assessment -- Group Survey Tests -- Individual Survey Tests -- Normed Oral Reading Tests -- Diagnostic Reading Tests -- Diagnostic Reading Batteries -- Diagnostic Tests of Specific Areas -- Measuring Factors Related to Reading -- Measuring Vocabulary and Language Development -- Measuring Intelligence -- Using Intelligence Test Information in Reading Assessment -- Intelligence Tests That Should Be Administered by Psychologists -- Intelligence Tests That Can Be Administered by Teachers and Reading Specialists -- Interpreting Intelligence Test Scores -- Summary -- References -- 5. Administering an Informal Reading Inventory -- Introduction -- Does the Student Have a Reading Problem and How Severe Is It? -- What Is the General Area of the Reading Problem? -- Problems With Emergent Literacy -- Problems With Word Recognition Accuracy -- Problems With Reading Fluency -- Problems With Comprehension -- Problems With Language and Meaning Vocabulary -- Overview of Informal Assessment Measures -- The Informal Reading Inventory -- Obtaining Answers to General Assessment Questions -- Administering and Scoring the Informal Reading Inventory -- Interpreting the Scores of the IRI -- Special Issues and Options in Using IRIs -- IRIs and Response-to-Intervention -- Combining IRI Assessment With Think-Alouds -- Summary -- References -- 6. Providing Instruction and Intervention Strategies -- Introduction -- A New Perspective on Intervention: Grade-Level Competence -- Successful Intervention Programs -- Individual Intervention Programs K-5 -- Group Intervention Programs K-5 -- Intervention Structures 6-12 -- Classroom Interventions -- Guidelines for Teaching Struggling Readers -- Set High Expectations -- Coordinate Intervention Instruction and Classroom Instruction -- Use Read-Alouds to Expose Students to Higher-Level Text -- Emphasize Reading for Meaning -- Teach Students the Strategies That Good Readers Use -- Make Assessment an Ongoing Component of Instruction -- Provide a Balanced Instructional Framework -- Provide a Consistent Instructional Structure and Use Time Effectively -- Keep the Size of the Group as Small as Possible -- Instructional Support for Struggling Readers and RTI -- Summary -- References -- 7. Early Literacy -- Introduction -- Early Literacy Concepts -- Oral Language Development -- Listening Comprehension -- Print Knowledge -- Environmental Print -- Alphabet Knowledge -- Phonemic Awareness -- Short-Term Phonological Memory -- Rapid Naming -- Visual Memory -- Visual Perceptual Skills -- Strategies to Develop Early Literacy Concepts -- Oral Language Development -- Print Knowledge -- Alphabetic Knowledge and Phonemic Awareness -- Beginning Reading Vocabulary -- Summary -- References -- 8. Improving Word Knowledge: Word Recognition -- Introduction -- Stages of Word Recognition Development -- Strategies for Identifying Words -- Word Recognition and the Common Core Standards -- Assessing Phonics Strategies -- The Informal Reading Inventory -- Tests of Phonics Patterns -- Teaching Phonics Strategies -- Letter-Sound Relationships -- Organizing Phonics Instruction -- Decoding Through Analogy -- Combining Phonics and Meaning -- Making Students Aware of Their Strategies -- Dealing With Exceptions -- Ideas for Practicing Phonics -- Teaching Multisyllabic Words -- Assessing Structural Analysis Strategies -- Teaching Structural Analysis Strategies -- Word Recognition Strategies and Response-to-Intervention (RTI) -- Summary -- Case Study -- References -- 9. Improving Word Knowledge: Fluency -- Introduction -- The Role of Fluency in the Reading Process -- Fluency and the Common Core Standards -- Assessing Fluency -- Listening to Students Read Orally -- Determining Reading Rate -- Timed Administration of Word Lists -- General Guidelines for Fluency Development -- Provide Models of Fluent Reading -- Link Fluency Instruction to Meaning -- Encourage Wide Reading -- Avoid Unpracticed Oral Reading -- Strategies for Developing Fluency in Context -- Promoting Wide Reading of Easy Text -- Using Patterned Books -- Assisted Oral Reading -- Structured Repeated Reading -- Performance Reading -- Making Oral and Silent Reading Effective -- Strategies for Developing Sight Words in Isolation -- Choosing Words for Instructional Focus -- Guidelines for Teaching Sight Words -- Strategies for Focusing on Words -- Word Recognition Fluency and Response-to-Intervention (RTI) -- Summary -- Case Study -- References -- 10. Vocabulary Development and Listening Comprehension -- Introduction -- Importance of Language to Reading -- Problems With Language Development -- Impact of Language Disability and Delay -- Impact of Limited Experiences With Reading -- Impact of Diverse Language Environments -- Assessing Language Abilities -- Informal Measures -- Formal Measures -- Conditions That Foster Language Learning -- Exposure to Rich Language -- Active Participation -- Planning for Vocabulary and Language Learning -- Making Connections -- Strategies for Fostering Language: Listening Comprehension -- Reading Books to Students -- Supplemented Shared Reading -- Paired Story Reading -- Directed Listening-Thinking Activity -- Sentence Stretchers -- Encouraging Verbal Expression -- Strategies for Fostering Language: Meaning Vocabulary -- Introducing Words Before Reading -- Practicing and Reinforcing Meaning Vocabulary -- Fostering Vocabulary Learning Through Rich Literate Experiences -- Using Strategies to Figure Out Unknown Words -- Using Poetry to Develop Language -- Fostering the Development of Academic Vocabulary -- Summary -- References -- 11.Comprehension of Narrative Text -- Introduction -- Effective Reading Comprehension -- The Purpose of Reading Is Comprehension -- Comprehension Is an Active and Accurate Process -- Comprehension Uses Background Knowledge -- Comprehension Requires Higher-Level Thinking -- Comprehending Narrative Materials -- Narratives Inspire Imaginative Personal Responses -- Narratives Have Story Organization -- Assessing Abilities With Narrative Text -- Measuring General Comprehension Ability -- Judging the Comprehension of Specific Materials -- A Strategic Approach to Teaching Reading Comprehension -- Improving Comprehension Before Reading -- Building Background Knowledge -- Making Predictions About Text -- Reading a Story to Students -- Improving Comprehension During Reading -- The Directed Reading-Thinking Activity -- Monitoring Responses to Reading -- Making Mental Images -- Constructing Content-Free Questions -- Using Discussion Cards -- Improving Comprehension After Reading -- Comprehension Strategies That Develop an Understanding of Story Structure -- Comprehension Strategies That Nurture Personal Response -- Connecting the Literacy Experience -- Conceptually Connected Instruction Using Themes -- Studying Different Genres -- Summary -- References -- Case Study -- 12.Comprehension of Informational Text -- Introduction -- Organization of Informational Text -- Difficulties Presented by Informational Text -- Importance of Informational Text -- Informational Text and Grade-Level Competence -- Informational Text and the Common Core Standards -- Assessing Abilities With Informational Text Using the Informal Reading Inventory -- Strategies for Helping Students Read Informational Text -- Using Read-Alouds With Grade-Level Text -- Content-Free Questions -- Text Coding -- Discussion Cards -- Topic-Detail-Main Idea Strategy -- Think-Aloud Strategy -- Question-Answer Relationships