Assessing and Correcting Reading and Writing Difficulties 6th Edition by Thomas Gunning ISBN 9780134516622 0134516621

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ISBN 10: 0134516621
ISBN 13: 9780134516622
Author: Thomas Gunning

Assessing and Correcting Reading and Writing Difficulties 6th Edition Table of contents:

1 Introduction to Literacy Difficulties

Using What You Know

Anticipation Guide

The Nature of Reading Difficulties

A New Approach to Identifying Reading Disability

Clarifying the Discrepancy Concept

Functional Definition

Delayed or Disabled

Incidence of Reading Problems

Persistence of Severe Problems

English Language Learners as Struggling Readers

The Nature of Intervention and Corrective Instruction

Part-to-Whole Approach

Whole-to-Part Approach

An Interactive View

Impact of Literacy Difficulties

Principles of Intervention and Corrective Instruction

Prevention versus Correction

Importance of Success

Building on the Known

Fostering Independence

Personalized Instruction

Continuous Assessment and Progress Monitoring

A Full Range of Literacy Experiences

Direct, Systematic Instruction

An Integrated Approach

Wide Reading

The Role of Deliberate Practice

Providing Materials at the Appropriate Challenge Level

A Sense of Community

Using an RTI Approach

Impact of Federal Legislation and Standards

Individuals with Disabilities Education Improvement Act (IDEIA)

The Whys of Reading Problems

Summary

Key Terms

Application Activities

2 Factors Involved in Reading and Writing Difficulties

Using What You Know

Anticipation Guide

Interacting Factors in Reading and Writing Difficulty

Cognitive Factors

Overall Cognitive Ability

Memory

Helping Students Who Have Reduced Working Memory

Associative Learning

Attention

Language Factors

Articulation Difficulties

Phonological Factors

Rapid Automatized Naming

Word-Finding Problems

Compensatory Programming

Orthographic Processing

Affective Factors

Developing a Sense of Self-Efficacy

Lack of Positive Identity as a Reader

Executive Functioning and Self-Regulation

Helping Students Overcome Negative Behaviors

Physical Causes

Neurological Factors

Hearing Impairments

Degree of Physical Loss

Extent of Impairment

The Reading Teacher’s Role

High-Frequency Loss

Use of Frequency Modulated Systems

Vision Impairments

Accommodation and Convergence

The Special Case of Amblyopia

Color Vision

Screening Vision

The Role of the Reading Specialist

Visual Processing Deficits

Reversals

Delayed or Faulty Directionality

Vision Training (Vision Therapy)

Physical Health

Social, Cultural, Economic, and Educational Factors

Family Factors

Economic Factors

Educational Factors

Scientifically Based Instruction

Summary

Key Terms

Application Activities

3 Overview of Assessment

Using What You Know

Anticipation Guide

Principles of Effective Assessment

Interactive Assessment

Multidimensional Assessment

Realistic Assessment

Dynamic Assessment

Administering a Dynamic Assessment

Assisted Testing

Levels of Knowledge

Trial Teaching

Tests

Norm-Referenced Tests

The Meaning of Norm Scores

Purpose of Norm-Referenced Tests

Criterion-Referenced Tests

Survey versus Diagnostic Tools

Formal versus Informal Tests

Screening versus Monitoring

Formative versus Summative Assessment

Assessing for Learning

Evaluating Assessment Devices

Reliability

Validity

Standard Error of Measurement

Usefulness

Fairness

Functional-Level Assessment

Computer Adaptive Testing

High-Stakes Tests

Measuring Growth

Reporting Test Results to Parents

Assessing English Language Learners

Summary

Key Terms

Application Activities

4 Placing Students and Monitoring Progress

Using What You Know

Anticipation Guide

The Informal Reading Inventory

The IRI as a Placement Device

Administering the Word-List Tests

Interpreting the Results of the Word-List Tests

Assisted Testing

Administering the IRI Passages

Preparation for Reading a Passage

Comprehension Check

Administering Silent-Reading Passages

Oral Rereading

Rate of Reading

Reaching the Frustration Level

Establishing Listening Capacity

Interpreting Inventory Results

Word Recognition

Comprehension

Supplementary Questions

Shortcomings of IRIs

Selecting an IRI

Miscue Analysis

Adapted Miscue Analysis

Running Records

Analyzing Miscues in a Running Record

Commercial Running Records

Planning Instruction Based on IRI, Miscue Analysis, or Running Record Results

IRI-Based Tests

Oral-Reading Tests

Word-List Tests

Group Inventories

Degrees of Reading Power (DRP)

The Scholastic Reading Inventory and i-Ready™ Diagnostic & Instruction

Screening, Monitoring Progress, and Benchmarking

Curriculum-Based Measures

Emergent and Early Reading CBMs

Letter Name Fluency 

First Sound Fluency (DIBELS Next) 

Letter Sound Fluency 

Phoneme Segmentation Fluency (DIBELS) 

Word Identification Fluency 

Fluency and Comprehension CBMs

Oral-Reading Fluency 

Maze Passages 

IRIs and Running Records 

Setting Benchmarks

Constructing a Screening or Progress-Monitoring Assessment

Progress Monitoring Portfolio

Mini–Case Study

Summary

Key Terms

Application Activities

5 Assessment of Reading and Writing Processes

Using What You Know

Anticipation Guide

Reading Processes: Decoding

Published Phonics Tests

Reading Processes: Comprehension and Study Skills

Retelling

Think-Alouds

Mystery Passages Think-Aloud

Administering a Mystery Passage as a Diagnostic Instrument

Analyzing Students’ Performance on Mystery Passages

Importance of Probing Responses

Interviews and Questionnaires

Observations

Anecdotal Records

Background Knowledge

Assessing Study Skills

Assessing Vocabulary Knowledge

Assessing Writing

Role of Students

Assessment Techniques

Observations

Journals

Using Rubrics to Evaluate Writing

Using Portfolios to Assess Writing and Other Literacy Skills

Steps in Using Portfolios

Assessing Writing Samples

Commercial Tests of Writing

Spelling and Handwriting

Stages of Spelling

Prephonemic

Alphabetic

Word Pattern

Syllabic

Morphemic

Determining the Stage of Spelling

Commercial Spelling Tests

Handwriting

Summary

Key Terms

Application Activities

6 Assessment of Cognitive, School, and Home Factors

Using What You Know

Anticipation Guide

Assessment of Capacity

Role of Intelligence Tests

Wechsler Scales

Verbal Comprehension

Similarities

Vocabulary

Comprehension

Information

Visual-Spatial

Block Design

Visual Puzzles

Fluid Reasoning

Matrix Reasoning

Figure Weights

Picture Concepts

Arithmetic

Working Memory

Digit Span

Picture Span

Letter–Number Sequencing

Processing Speed

Coding

Symbol Search

Cancellation

Ancillary Subtests

Naming Speed—Literacy

Naming Speed—Quantity

Symbol Translation

Stanford-Binet

Peabody Picture Vocabulary Test

Woodcock-Johnson IV Test of Cognitive Abilities (Houghton Mifflin Harcourt)

Detroit Tests of Learning Aptitude, 4th Edition (Pro-Ed)

Detroit Tests of Learning Aptitude—Primary, 3rd Edition (DTLA-P-3) (Pro-Ed)

Kaufman Assessment Battery for Children II (Pearson)

Group Intelligence Tests

Tests of Listening, Language, Memory, Associative Learning, and Word Finding

Listening

Tests of Language

Assessment of Memory

Associative Word Learning

Word Finding

Assessing the Instructional Situation

Functional Assessment of Academic Behavior

Benchmark School Interactive Learner Profile

School Records

Case History

Students’ Views

Reading Expectancy

Summarizing, Organizing, Interpreting, and Reporting Assessment Data

Making Recommendations

Professional Reports

Assessment: An Ongoing Process

A Multidisciplinary Approach

Mini–Case Study

Summary

Key Terms

Application Activities

7 Emergent Literacy and Prevention Programs

Using What You Know

Anticipation Guide

Emergent Literacy and Prevention Programs

Prevention Programs

Fostering Emergent Literacy

Using Read-Alouds and Writing to Develop Emergent Literacy

Selecting Read-Alouds

Dialogic Reading

Developing Concepts about Print

Informal Assessment of Concepts of Print

Writing Sample

Developing Concepts of Print

Shared Reading

Concept of Separate Words

Focused Shared Reading

Students’ Writing

Shadow Writing

Using Invented Spelling

Language-Experience Approach

Shared Writing

Individual Interactive Writing

Handwriting

Phonological Processes and Reading

Phonological Awareness and English Language Learners

Assessing Phonological Awareness

Rhyming

Beginning Sounds

Blending

Segmentation Ability

Manipulating Sounds

Commercial Tests

Techniques for Building Phonological Skills

Rhyme

Blending

Segmentation

Elkonin Technique

Say-It-and-Move-It

Beginning Sounds

Sorting Beginning Sounds

Other Activities

Playing with Sounds

A Reciprocal Relationship

Phonological Awareness and Word Analysis

Programs for Teaching Phonological Awareness

Fundations, 2nd Ed. (Wilson)

Phonemic Awareness in Young Children: A Classroom Curriculum (Brookes)

Word Study

Road to the Code (Brookes)

Letter Knowledge

Assessing Letter Name Knowledge

Teaching Letter Names

Invented Spelling

Using Technology

Using Periodicals

Mini–Case Study

Prekindergarten Prevention Programs

Creative Curriculum (Teaching Strategies)

Get Ready to Read

High Scope

Ladders to Literacy: A Preschool Curriculum, Second Edition (Brookes)

Literacy Express (Lakeshore)

Opening the World of Learning (OWL; Pearson School)

Para Los Niños

Webbing into Literacy

Early Childhood Educators’ Position on Literacy Instruction

Summary

Key Terms

Application Activities

8 Teaching Phonics, High-Frequency Words, and Fluency

Using What You Know

Anticipation Guide

Phonics and the Struggling Reader

Example of Decoding Difficulty

Types of Word-Recognition Difficulty

Deficient Decoders

Disabled Decoders

Inaccurate Decoders

Nonautomatic Decoders

Incidence of Deficient Decoding among Older Students

A Theory of Decoding

How Words are Read

Phases in Learning to Read Words

Prealphabetic Phase

Alphabetic Phase

Consolidated Alphabetic Phase

Syllabic and Morphemic Phase

Principles of Teaching Phonics to Struggling Readers

Differentiation of Phonics Instruction

The Role of Dialect in Teaching Phonics

Teaching Consonants

Approaches to Teaching Consonants

Other Consonant Elements

Consonant Digraphs

Final Consonants

Consonant Blends (Clusters)

Confusing Consonants

Sequence of Teaching Consonants

Reinforcement Activities for Consonant Correspondences

Reading

Sorting

Additional Reinforcement Activities

Using a Multisensory Approach to Learn Letter Names and Letter Sounds

Teaching Vowels

Vowel Generalizations

Short Vowels

Open Syllables

Final-e Markers

Unstressed Syllables

Digraphs

Variability in Vowels

The Role of Phonological Processing in Teaching Vowel Correspondences

Word-Building Approach to Teaching Vowel Correspondences and Patterns

Preparation for Introducing Short-Vowel Words in a Word-Building Approach

Adjusting Instruction

Using a Sound-by-Sound Approach

Integrating Syllabic Analysis with Basic Phonics

Introducing Long-Vowel Patterns

Final-e Words

Vowel Digraphs

Make-and-Break Technique for Introducing or Reviewing Patterns

Whole–Part–Whole Approaches

Sequence for Teaching Vowels

Application of Phonics Skills

Application Through Reading

Leveling Books According to the Decoding Skills Needed to Read Them

Additional Reinforcement for Vowel Patterns

Sorting

Modified Bingo

Modified Concentration

Little Books

Using Writing to Reinforce Phonics

Assembling Words

Word Wall

Secret Word

Making Words

Building Words

Poems and Verses

Technology

Digital Programs

Explode the Code Online

iRead (Scholastic)

Phonics Progress Monitoring

Mini–Case Study

Word-Analysis Strategies

Pronounceable Word-Part Strategy

Analogy Strategy

Decoding Strategy

Context Strategy

Advanced Strategies

Prompting Strategy Use

How to Figure Out Hard Words

Balanced Use of Decoding Strategies

Using Prompts to Foster the Use of Balanced Decoding Strategies

Fostering Self-Correction

Effective Use of Strategies

When Students Overuse Phonics Cues

When Students Overuse Context Clues

Mini–Case Study

A Means to an End

High-Frequency Words

How High-Frequency Words Are Learned

Orthographic Processing and Learning High-Frequency Words

High Payoff of High-Frequency Words

Direct Teaching Approach for High-Frequency Words

Alternate Presentation for Students in the Alphabetic Stage

Indirect Teaching Techniques for Learning High-Frequency Words

Shared Reading

Singing High-Frequency Words

Language-Experience Stories

Exemplary Teaching: Balancing Decodable Text with Predictable Books

Additional Practice Activities for High-Frequency Words

Words on the Wall

Sight-Word Commands

Pantomime

Read the Label

Forming Phrases and Sentences

Sorting

Fostering Fluency

Repeated Reading

Variations on Repeated Reading

Predictable Books

Wide Reading

Silent Reading

Recorded Reading

Reading to Others

Buddy Reading

Choral Reading

Paired Reading

Echo Reading

Alternate Reading

Performance Reading

Reader’s Theater

Increasing the Amount of Reading

Putting Fluency in Perspective

Mini–Case Study

Summary

Key Terms

Application Activities

9 Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies

Using What You Know

Anticipation Guide

Syllabic Analysis

Approaches to Teaching Syllabic Analysis

Generalization Approach to Syllabication

Pattern Approach to Syllabication

Reading by Syllables and Whole Words

Spelling by Syllables

Syllables in Isolation

Pronounceable Word-Part and Analogy Strategies Applied to Polysyllabic Words

Teaching the Strategies

Generalization Approach to Decoding Polysyllabic Words

Implementing a Systematic Program

Additional Syllabic Analysis Programs

Megawords

Rewards

SIPPS

System 44

Word Work Program

Morphemic Analysis

Teaching Morphemic Elements

Making Connections

Prefixes

Suffixes

Roots

Morphological Analysis Word Mapping Strategy

Attacking Words That Have Multiple Parts

Contextual Analysis

A Complex Process

Steps for Using Context

Types of Context Clues

Definition

Synonyms

Comparison–Contrast

Function Indicators

Example

Experience

Pictorial Clues

Combined Morphological and Semantic Clues

Using the Dictionary

Teaching Dictionary Skills

Deriving Correct Meanings

Determining the Correct Pronunciation

Glossaries

A Functional Tool

Balanced Use of Strategies

Using Think-Alouds

Mini–Case Study

Summary

Key Terms

Application Activities

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Tags: Thomas Gunning, Assessing, Correcting Reading, Writing Difficulties