Items related to Instructing Students Who Have Literacy Problems
Synopsis
Instructing Students Who Have Literacy Problems has long been valued because it covers both assessment and instructional strategies in a sound, research-based format. It reflects a balanced view of literacy instruction, comprehensively examining both word study and comprehension, and is the definitive research-based book in the field of assessment and diagnosis. Four complete chapters on literacy assessment detail timely information about formal and informal assessment procedures and make it an invaluable resource. This edition includes new English-language learner sections, more on No Child Left Behind and Reading First, information regarding special needs students, a segment on literacy coaches, and new f luency research and strategies sections.
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From the Publisher
For courses in remedial/clinical reading instruction, this text offers comprehensive treatment based upon an interactive model of the reading process. Coverage offers a smooth, cohesive blend of theory, research, and practical suggestions that carefully balances information on diagnosis and remediation, subskill and holistic intervention approaches, and current findings related to how children and adults achieve literacy. Practical strategies suggested in the text will work effective with elementary and secondary students, and with students of all ages from a variety of language backgrounds, within the framework of remedial instruction.
About the Author
Sandra McCormick. Before assuming a teaching position at a university, Sandra McCormick taught as a fourth- and fifth-grade classroom teacher in schools comprised primarily of at-risk youngsters, served as a Title I reading teacher for elementary and middles-school students, worked as a Reading Resource Teacher assisting teachers in inner-city schools with their classroom reading and language arts programs, and supervised a citywide reading program that served 129 elementary schools in a large Midwestern city. She also was a television reading teacher, teaching children in eight cities in Ohio via a PBS program aimed at students with reading disabilities.
After receiving her Ph.D. at The Ohio State University, Dr. McCormick joined the faculty in the College of Education at that university where she taught courses on remedial and clinical reading assessment and instruction, and on methods for instructing students with learning disabilities. She also supervised a university-based reading clinic for a number of years.
Dr. McCormick is the author or editor of several books in addition to this one, including Remedial and Clinical Reading Instruction and Cognitive and Social Perspectives for Literacy Research and Instruction (the latter with Jerry Zutell). She publishes articles frequently in journals such as Reading Research Quarterly, The Reading Teacher, Journal of Reading, Journal of Reading Behavior, Journal of Educational Research, Exceptional Children, Journal of Learning Disabilities, and Language Arts. Dr. McCormick was coeditor of the National Reading Conference Yearbook for three years and on the editorial advisory review board for several journals. Her research interest, as might be expected, is with students having literacy problems. Though her research focus was on comprehension instruction and reading/learning disabled students for several years, currently she is investigating ways to facilitate word learning with severely delayed readers, including nonreaders.
Dr. McCormick has served as a member of the Board of Directors of the International Reading Association, was a distinguished finalist in 1990 for the Albert J. Harris Award presented annually for significant research on reading disabilities, and has been elected to Fellow Status in the National Conference on Research in English. Dr. McCormick is a frequent presenter at national and international conferences, and she has regularly reviewed research and development proposals for the United States Department of Education.
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Pearson College Div (edition 5th), 2006
ISBN 10: 0131718797
ISBN 13: 9780131718791
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Hardback. Condition: Very Good. Instructing Students Who Have Literacy Problems has long been valued by instructors who prefer a book that is research-based--one providing equal treatment to research and theory and to practical, appealing research-supported instructional strategies teachers can use in their classrooms. It also reflects a balanced view of literacy instruction, comprehensively covering both word study and comprehension. Four complete chapters on formal and informal assessment, plus multiple instructional chapters, allow professors the option of using the book for one inclusive course, or, using it across two courses in those universities where diagnosis and instruction are taught separately. Many case studies of students, as well as vignettes of teachers in action, illustrate real-world applications of the textbook content. Seller Inventory # CIN0131718797VG
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Instructing Students Who Have Literacy Problems
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Hardback. Condition: Good. Instructing Students Who Have Literacy Problems has long been valued by instructors who prefer a book that is research-based--one providing equal treatment to research and theory and to practical, appealing research-supported instructional strategies teachers can use in their classrooms. It also reflects a balanced view of literacy instruction, comprehensively covering both word study and comprehension. Four complete chapters on formal and informal assessment, plus multiple instructional chapters, allow professors the option of using the book for one inclusive course, or, using it across two courses in those universities where diagnosis and instruction are taught separately. Many case studies of students, as well as vignettes of teachers in action, illustrate real-world applications of the textbook content. Seller Inventory # CIN0131718797G
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