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Teaching Children with Reading Difficulties, 2nd Edition | AU/NZ
Overview
Teaching Children with Reading Difficulties is written chiefly for pre-service and practicing primary school teachers who are in the front lines of helping young children acquire the skills of reading. The book presents the results of decades of reading research in an accessible manner, and translates the results of this research into practical guidelines and strategies for successful reading instruction.
Teaching Children with Reading Difficulties addresses the prerequisite skills of ‘learning to read’ (the development of essential phonological skills, letter-sound knowledge, word-recognition skills and vocabulary development) in addition to strategies that will help children develop the fluency and comprehension skills that contribute to ‘reading to learn’.
- New chapter on recent brain research that looks at how the brain activity of fluent readers differ from that of struggling readers.
- New chapter on spelling.
- New material on teaching fluency and developing vocabulary.
- New strategies to develop comprehension.
- Inclusion of new assessment tools.
- Evaluation of current programs such as Ants in the Apple, THRASS, Spalding.
- Overview of the processes involved in learning to read, and the broader implications of failing to read.
- Clear examples of concepts throughout.
- Up-to-date research on brain activity and reading.
- Glossary and extensive reference section.
Acknowledgements
Authors Note
Introduction
1. What is happening when we read?
Bottom-Up or Skills-based Explanations
Top-Down or Whole Language
Explanation
Interactive Models
2. How do we learn to read?
Emergent Literacy Stage
Early Alphabetic Stage
Advanced Alphabetic Stage
Orthographic Stage
The Mature or Critical Reader
Why some Children do not Learn to Read
The Effects of Failure
3. Reading and the brain
Introduction
Structure of the Brain
Functions of the Lobes
Parts of the Brain related to Language Skills
The Central Role of Language in the Reading Process
Seeing the Brain at Work: functional
Magnetic Resonance Imaging
4. The foundation skills of learning to read
Linguistic Knowledge
Phonological Awareness
Letter-Sound Knowledge
Vocabulary Development
Fluency
Comprehension
5. Strategies for teaching reading
Teaching Linguistic Skills
Teaching Phonological Skills
Teaching Letter-Sound Knowledge
Teaching Vocabulary
Teaching Fluency
6. Strategies for teaching comprehension skills
Strategies Used Before Reading
Strategies Used During Reading
Strategies Used After Reading
7. Spelling development and instruction
Why is Spelling Important?
Why is Spelling so Inconsistent?
The Development of Spelling Skills
Principles for Teaching Spelling to poor speller
Instructional Strategies to Teach Spelling
8. Assessment of reading-related skills
Assessing Linguistic Skills
Assessing Phonological Skills
Assessing Letter-Sound Knowledge
Assessing Sight WordsAssessing Fluency
Assessing Comprehension
Assessing Readability of Text
9. The Adolescent with Reading Difficulties
The Matthew Effect in operation
Principles for working with adolescents with reading difficulties
Instructional considerations
Some specific instructional strategies for adolescents
Resources for adolescents
Conclusion
Appendix
Glossary
References
Index
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