Reading Problems: Assessment and Teaching Strategies (7th Edition)

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9780132837804: Reading Problems: Assessment and Teaching Strategies (7th Edition)

In this well-respected text, multiple approaches to teaching students with reading problems are presented with practical strategies, extensive descriptions of tests, and its own IRI. A comprehensive survey of teaching strategies, formal and informal assessment, theory, and research, Reading Problems by Jennings, Lerner, and Caldwell combines invaluable information from the field of reading with allied fields such as special education, bilingual education, medical science, and policy studies. The new Seventh Edition encourages the collaboration of general education teachers and reading teachers; offers strategies for ELL students; discusses both formal and informal assessment; emphasizes early literacy for young children; covers both reading and writing; includes information on specific reading skills, word recognition, phonics, fluency, vocabulary, and comprehension; updates on Special Education legislation; discusses the impact of the Common Core State Standards on literacy instruction and assessment.

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From the Back Cover:

Current and future teachers, reading specialists, and reading coaches get multiple approaches to teaching students with reading problems, complete with practical strategies, informal assessment tools, and extensive descriptions of tests—from a well-respected author team. A comprehensive survey of teaching strategies, formal and informal assessment, theory, and research, Reading Problems combines invaluable information from the field of reading with allied fields such as special education, bilingual education, medical science, and policy studies to provide a coherent framework for helping students with reading problems.

 

Features of this new edition include:  

  • Discussion of the transition from No Child Left Behind to Race to the Top
  • Case studies for chapters
  • Procedures for monitoring students’ progress to meet Response to Intervention requirements.
  • Impact of the Common Core State Standards on literacy instruction and assessment.
  • Changes in procedures for identifying students who are qualified for additional support services.
  • Strategies to meet the needs of English Language Learners, especially in the areas vocabulary development and academic vocabulary development.
  • The integration of technology into literacy instruction and assessment.
  • Collaboration between reading specialists/literacy coaches and general education teachers.
  • Changing roles of reading specialists/literacy coaches.
  • A continuing discussion of specific reading skills, including word recognition skills, fluency, vocabulary development, comprehension of narrative and informational text, and the integration of reading and writing.

About the Author:

Joyce Jennings is Chair of the Department of Literacy Education at Northeastern Illinois University. She is a Professor of Literacy Education, teaching primarily in the areas of diagnosis and instructional leadership. She has directed several consulting projects with school districts in the areas of literacy instruction and leadership and is active in local professional organizations.

 

Janet W. Lerner is professor emerita at Northeastern Illinois University, where she served as professor and chairperson of the Department of Special Education. She received the J.E. Wallace Wallin Special Education Lifetime Achievement Award from the Council of Exceptional Children. She was awarded the Romain P. Mackie Award from the Pioneers Division of CEC. Dr. Lerner served as a general education teacher, a special education teacher, and a reading specialist at the elementary, middle school, and high school levels. Dr. Lerner has authored and coauthored numerous journal articles and books: Learning Disabilities and Related Mild Disabilities (2012, Wadsworth Cengage Learning) and Young Children with Special Needs (2006, Allyn and Bacon). Dr. Lerner is currently an adjunct professor in the P.A.C.E. program at National Louis University.

 

JoAnne Schudt Caldwell is professor emerita at Cardinal Stritch University in Milwaukee, Wisconsin. She is the author or coauthor of seven titles including The Qualitative Reading Inventory-5 and Intervention Strategies to Follow Informal Reading Inventory Assessment. She has received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award and an Achievement Award from Marquette University School of Education.

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