Techniques for Reading Assessment and Instruction is designed to be a brief but practical teaching resource that includes step-by-step strategies to help improve students' reading and teachers' reading instruction. The goals of this book are threefold: to help classroom teachers plan for reading assessment, self-assess their own instructional behaviors to improve their teaching performance, and choose appropriate instuctional techniques that make their planning of reading lessons more effective. In this book, Dr. Barbara J. Walker - a nationally recognized authority on reading difficulties - guides teachers in determining what instructional techniques should be used for classroom reading instruction and individual tutoring based on an analysis of assessment data and keen classroom observations.
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Barbara J. Walker is professor of reading at Oklahoma State University where she teaches courses in reading difficulties and coordinates the Reading ~ and Math Center. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia.
Dr. Walker's research interests focus on teacher development, early literacy intervention, and reading difficulties. Her publications include Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (4th ed.), Supporting Struggling Readers (2nd ed.), Training the Reading Team with Ronald Scherry and Lesley Morrow, Tips for the Reading Team and The Reading Team: A Handbook for K-3 Volunteer Tutors with Lesley Morrow, and Interactive Handbook for Understanding Reading Diagnosis with Kathy Roskos. She is currently coeditor of Literacy Cases Online, a publication of the College Reading Association. Dr. Walker received the College Reading Association's 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the international Reading Association's 1991 Albert J. Harris Award for research in reading disabilities.
Dr. Walker is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, and the Montana State Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 2,500 struggling readers improve their literacy.Excerpt. © Reprinted by permission. All rights reserved.:
Teachers are perceptive educators and reflective thinkers who make sophisticated decisions about instructional interactions on a daily basis. They realize that no one approach is better than others in all literacy situations and with all learners. In fact, they understand that the students in their classrooms are unique and respond differently to instructional techniques. This book is grounded in the belief that, as a nation, our strengths lie in our individual differences. These differences need to be nurtured through instruction, and instruction should build on the unique strengths of each student.
This book was designed to be used by classroom teachers, reading tutors, and reading specialists in educational environments. It is hoped that teachers will use it when they are seeking ways to meet individual students' strengths and needs.
Organization of the Text
Part One of this text describes aspects of teaching and assessing reading as well as information about literacy learning and its influence on instruction. Chapter 1, "Teachers as Problem Solvers," looks at perspectives about reading and reading instruction. Chapter 2, "The Roles of Effective Teachers," discusses the responsibilities teachers assume as they coach student learning, while Chapter 3, "A Framework for Teaching Reading," provides a suggested outline for teaching reading. Chapter 4, "Gathering Assessment Data," provides information about evaluating the student while Chapter 5, "Selecting Instructional Techniques," provides charts that help teachers select techniques to promote learning growth.
Part Two presents simple descriptions and procedures for 55 instructional techniques. Following each description, the view of reading underlying each technique is described, and information is provided to indicate when to use the technique for optimum effectiveness in teaching reading.
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Book Description Pearson, 2004. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: This brief, practical volumea concise, concentrated version of the author's popular Diagnostic Teaching of Readingoffers prospective teachers all of the essential tools for determining and addressing the needs of K-12 students who find reading a difficult and challenging endeavor. This book offers numerous ways to address the diversity in learning styles exhibited by today's multifaceted student population. The first half of the book explores the role of the reading teacher and ways to gather and analyze assessment data; the second half sets out detailed descriptions and step-by-step procedures for 55 instructional techniques proven to turn struggling readers into successful ones. For reading teachers, literacy counselors and tutors. Bookseller Inventory # ABE_book_new_0131913603
Book Description Pearson, 2004. Paperback. Book Condition: New. Bookseller Inventory # DADAX0131913603
Book Description Pearson, 2004. Paperback. Book Condition: New. book. Bookseller Inventory # 0131913603
Book Description Pearson, 2004. Paperback. Book Condition: New. Bookseller Inventory # P110131913603
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97801319136081.0