Teaching Word Recognition, First Edition: Effective Strategies for Students with Learning Difficulties (What Works for Special-Needs Learners)

O'Connor, Rollanda E.

ISBN 10: 1593853645 / ISBN 13: 9781593853648

Published by The Guilford Press (edition First Edition), 2006

About this Item

It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.

Seller Inventory # 1593853645-11-1

Bibliographic Details

• Title: Teaching Word Recognition, First Edition: Effective Strategies for Students with Learning Difficulties (What Works for Special-Needs Learners)
• Publisher: The Guilford Press (edition First Edition)
• Publication Date: 2006
• Language: English
• ISBN 10: 1593853645
• ISBN 13: 9781593853648
• Binding: Paperback
• Edition: First Edition.
• Condition: Good

About this title

Synopsis

Most struggling readers, including those with reading disabilities, have difficulties recognizing printed words. This unique, lucidly written book synthesizes the research on how children learn to read words skillfully and translates it into step-by-step strategies for the classroom. The author demonstrates how to plan and implement a coordinated series of lessons that address letter-sound pairings, decoding and blending, multisyllabic words, sight words, and fluency. The proven techniques presented are applicable across the primary grades; in addition, specific guidance is offered for working with older children who are having difficulties. A highly accessible guide, the book features reproducible forms and checklists.

About the Author

Rollanda E. O’Connor, PhD, is a reading specialist and Professor in the Graduate School of Education at the University of California, Riverside. Previously, she taught reading in special and general education classrooms for many years. Dr. O’Connor’s research has centered on issues of reading acquisition and reading improvement. She has conducted numerous reading intervention studies in general and special education settings, examined procedures to predict the students most likely to develop reading disabilities, and followed the reading progress of students who have received early intervention.