Locating and Correcting Reading Difficulties

In this widely popular handbook - Locating and Correcting Reading Difficulties 10th Ed- beginning and experienced teachers alike find the assessment resources and tools they need to document a child’s strengths and areas of need–and get effective instructional strategies to teach skills that are missing. The book is organized around the sub-skills of reading and fits well with most major reading programs currently in use. The main sub-skills of reading–the emergent skills of phonemic awareness and letter recognition, the decoding skills of sight words, phonics, structural analysis, use of context clues, dictionary use, and the meaning related skills of vocabulary and comprehension–are addressed in the first nine chapters. Those chapters are followed by sections on fluency and specific oral reading difficulties and study skills and other reading related abilities.

Each chapter is packed with ready-to-use lesson ideas and assessments and each presents a definition of the reading skill covered, followed by a section on assessing the skill, a section on teaching the skill, and a section on how the skill might impact English Language Learners. Using this resource, readers are able to define each of the sub-skills, know how to observe the development of the skill, do quick assessments of the skill where appropriate, and do in-depth assessments when needed. Access to classroom assessment tools needed to screen or monitor students’ literacy progress is included in each of the first nine chapters.

Table of Contents

How to Use This Book

Introduction

Part One: Emergent Literacy Skills

1. Developing Phonemic Awareness
2. Developing Alphabet Knowledge

Part Two: Decoding Skills

3. Developing Sight Vocabulary
4. Developing Phonics Knowledge
5. Developing Structural Analysis
6. Developing Ability to Use Context Clues
7. Developing Dictionary Skills

Part Three: Comprehension Skills

8. Developing Vocabulary Knowledge
9. Improving Comprehension

Part Four: Fluency And Specific Oral Reading Difficulties

10. Developing Reading Fluency
11. Improving Poor Pronunciation
12. Decreasing Omissions
13. Decreasing Repetitions
14. Decreasing Inversions or Reversals
15. Decreasing Insertions
16. Decreasing Substitutions
17. Decreasing Guessing at Words
18. Decreasing Word-by-Word Reading
19. Limiting Incorrect Phrasing
20. Decreasing Voicing, Lip Movements, Finger Pointing, and Head Movements

Part Five: Study Skills And Other Abilities

21. Developing Reading Speed
22. Developing the Ability to Adjust Reading Rate
23. Reading at an Appropriate Rate for Comprehending
24. Developing Skimming and Scanning Ability
25. Developing the Ability to Locate Information
26. Developing Spelling Skill

Appendices for Locating And Correcting Reading Difficulties

• A-1 Code for Marking in Oral Diagnosis
• A-2 Books for Emergent Readers
• A-3 Basic Sight Word Sentences
• A-4 A Phonics Primer
• A-5 Phonogram Lists
• A-6 Words for Teaching Short and Long Vowels
• A-7 Words, Sentences, and Stories for Teaching Structural Analysis
• A-8 Prepositional Phrases
• A-9 Prefixes and Suffixes
• A-10 Using the Cloze Procedure
• A-11 Repeated Readings Chart
• A-12 Precision Reading Form and Charts
• A-13 Charts for Graphing Words per Minute and Comprehension
• A-14 Suggestions for Interviewing Parents of Low Achieving Readers
• A-15 The Language Experience Approach

Glossary

Index

"This specialized text covers all five components of effective reading instruction and is an exemplary resource for both novice and experienced teachers. As a reading diagnostic handbook, it is full of assessments for measuring students’ strengths and needs in each area, as well as instructional recommendations for teaching any missing skills. Phonemic awareness and phonics receive better coverage than in previous editions, and curriculum-based reading measures (direct assessment of skills on a weekly basis) are included as valid and reliable. This text would be even stronger if the authors included references for their instructional recommendations (which are all research supported)."
- National Council on Teacher Quality  read the full review