ورود به حساب

نام کاربری گذرواژه

گذرواژه را فراموش کردید؟ کلیک کنید

حساب کاربری ندارید؟ ساخت حساب

ساخت حساب کاربری

نام نام کاربری ایمیل شماره موبایل گذرواژه

برای ارتباط با ما می توانید از طریق شماره موبایل زیر از طریق تماس و پیامک با ما در ارتباط باشید


09117307688
09117179751

در صورت عدم پاسخ گویی از طریق پیامک با پشتیبان در ارتباط باشید

دسترسی نامحدود

برای کاربرانی که ثبت نام کرده اند

ضمانت بازگشت وجه

درصورت عدم همخوانی توضیحات با کتاب

پشتیبانی

از ساعت 7 صبح تا 10 شب

دانلود کتاب Reading problems: assessment and teaching strategies

دانلود کتاب مشکلات خواندن: ارزیابی و راهبردهای تدریس

Reading problems: assessment and teaching strategies

مشخصات کتاب

Reading problems: assessment and teaching strategies

ویرایش: Edition: 7 
نویسندگان: , ,   
سری:  
ISBN (شابک) : 9780132837804, 0132837803 
ناشر: Pearson 
سال نشر: 2014 
تعداد صفحات: 513 
زبان: English 
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) 
حجم فایل: 4 مگابایت

قیمت کتاب (تومان) : 51,000



کلمات کلیدی مربوط به کتاب مشکلات خواندن: ارزیابی و راهبردهای تدریس: خواندن -- آموزش اصلاحی، ناتوانی در خواندن، خواندن -- آموزش اصلاحی



ثبت امتیاز به این کتاب

میانگین امتیاز به این کتاب :
       تعداد امتیاز دهندگان : 9


در صورت تبدیل فایل کتاب Reading problems: assessment and teaching strategies به فرمت های PDF، EPUB، AZW3، MOBI و یا DJVU می توانید به پشتیبان اطلاع دهید تا فایل مورد نظر را تبدیل نمایند.

توجه داشته باشید کتاب مشکلات خواندن: ارزیابی و راهبردهای تدریس نسخه زبان اصلی می باشد و کتاب ترجمه شده به فارسی نمی باشد. وبسایت اینترنشنال لایبرری ارائه دهنده کتاب های زبان اصلی می باشد و هیچ گونه کتاب ترجمه شده یا نوشته شده به فارسی را ارائه نمی دهد.


توضیحاتی درمورد کتاب به خارجی

Note continued: Strategies for Transforming Informational Text -- Main Idea Grid -- Idea-Mapping -- Improving Comprehension of Informational Text and RTI -- Summary -- References -- Case Study -- 13. Integrating Reading and Writing -- Introduction -- Importance of Teaching Writing -- Assessing Writing -- Writing Instruction -- Writing Process -- Supporting Students' Writing -- Personal Communication -- Written Conversations -- Personal Journals -- Strategies for Integrating Reading and Writing -- Writing and Reading Narrative Text -- Writing and Reading Informational Text -- Responding to Text -- Writing With Poetry -- Developing the Ability to Spell -- Spelling Development -- Spelling Assessment -- Spelling Instruction -- Handwriting -- Summary -- References -- 14. Literacy Instruction for Diverse Learners: English Language Learners, Literacy in a Culturally Diverse Society, Parents and Families, Adolescents and Adults With Reading Problems -- Introduction -- English Language Learners -- Who Are ELLs? -- Methods for Teaching ELL Students -- Teaching Reading to ELL Students -- Classroom Strategies for Teaching Reading to ELL Students -- Literacy in a Culturally Diverse Society -- The Important Role of Families and Parents in Fostering Literacy -- You Read to Me and I'll Read to You -- Parent Workshops -- Adolescents With Reading Problems -- Characteristics of Adolescents With Reading Problems -- Special Considerations at the Secondary Level -- Components of Effective Secondary Programs -- Adults With Reading Problems -- Postsecondary and College Programs -- Summary -- References -- 15. Literacy Instruction for Students With Special Needs -- Introduction -- Students With Disabilities -- The Individuals With Disabilities Education Improvement Act of 2004 -- Response-to-Intervention -- The Individualized Education Program -- Contents of the IEP -- Participants at IEP Meeting -- Transition Services -- Procedural Safeguards -- Educational Environments -- Learning Disabilities -- Characteristics of Students With Learning Disabilities -- Educational Settings for Students with Learning Disabilities -- Eligibility of Students With Learning Disabilities for Special Education -- Dyslexia -- Providing Reading Instruction for Students With Special Needs -- Adapting Standard Reading Methods for Students With Severe Reading Disabilities -- Differentiated Instruction -- Differences in Cognitive Processing -- Multisensory Methods for Teaching Reading -- Lindamood Phoneme Sequencing Program -- Direct Instruction Reading Program -- Summary -- References -- 16. Literacy Support as a Collaborative Process -- Introduction -- Changing Roles of Reading Specialists -- Title I Programs -- No Child Left Behind Act -- American Recovery and Reinvestment Act of 2009 -- Race to the Top -- Narrowing the Achievement Gap -- Role of the Reading Specialist in Assessment -- Evaluation of Student Performance -- Individual Diagnostic Procedures -- Role of the Reading Specialist in Instruction -- Working With Classroom Teachers -- Working With Other Professionals -- Reading Specialists as Literacy Leaders -- Providing Support for Teachers -- Providing Support for Paraprofessionals -- Serving as Liaison Between Teachers and Administrators -- Serving on Student Services Teams -- Serving on the Instructional Intervention Team -- Working With Parents -- Literacy Advocates in the Community -- Summary -- References.;Machine generated contents note: 1. Overview of Reading and Reading Problems -- Introduction -- Reading Problems: A National Dilemma -- National Reading Levels -- SAT and ACT Reading Scores Hit New Low -- Reading Needs in Today's World -- Recent Influences on the Teaching of Reading -- Response-to-Intervention -- The National Reading Panel and the Components of Reading -- Differentiated Instruction -- Common Core Standards -- Social Media and Reading -- Key Elements of Teaching Reading -- Early Literacy -- Word Recognition -- Reading Fluency -- Reading Comprehension -- Reading Vocabulary -- Reading-Writing Connection -- Enjoyment and Appreciation -- Summary -- References -- 2. Factors Associated With Reading Problems -- Introduction -- Neurological and Cognitive Factors -- Differentiated Instruction -- Working Memory -- Cognitive Strategy Instruction -- Environmental Factors -- The Home Environment -- The School Environment -- The Social Environment -- The Cultural Environment -- Emotional Factors -- Intelligence and Intellectual Factors -- Definitions of Intelligence -- Cultural Bias in the Measurement of Intelligence -- Using Intelligence Tests to Determine the Existence of a Reading Disability -- Concerns About Using Intelligence Tests to Determine a Reading Disability -- Language Factors -- Oral and Written Language -- Receptive and Expressive Language -- Systems of Oral Language -- Speech Problems and Language Disorders -- English Language Learners (ELLs) -- Physical Factors -- Hearing Impairment -- Visual Impairment -- Gender Differences -- Other Physical Problems -- Summary -- References -- 3. Gathering Data to Develop Students' Literacy Profiles -- Introduction -- Information About the Environment -- Home Environment -- School Environment -- Social and Cultural Environments -- Information About the Individual -- Emotional Information -- Information About Potential (Intelligence) -- Physical Information -- Information About Language Development -- Methods of Collecting Information -- Interview and Questionnaire -- Informal Talks -- School Records and Materials -- Observation During Reading Lessons -- Summary -- References -- 4. Norm-Referenced and Criterion-Referenced Assessments -- Introduction -- Using Both Formal and Informal Assessment -- Norm-Referenced Tests -- Criterion-Referenced Tests -- Bias in Testing -- Ethical Considerations -- Scores on Norm-Referenced Tests -- Standardization, Validity, and Reliability -- Tests of General Reading Assessment -- Group Survey Tests -- Individual Survey Tests -- Normed Oral Reading Tests -- Diagnostic Reading Tests -- Diagnostic Reading Batteries -- Diagnostic Tests of Specific Areas -- Measuring Factors Related to Reading -- Measuring Vocabulary and Language Development -- Measuring Intelligence -- Using Intelligence Test Information in Reading Assessment -- Intelligence Tests That Should Be Administered by Psychologists -- Intelligence Tests That Can Be Administered by Teachers and Reading Specialists -- Interpreting Intelligence Test Scores -- Summary -- References -- 5. Administering an Informal Reading Inventory -- Introduction -- Does the Student Have a Reading Problem and How Severe Is It? -- What Is the General Area of the Reading Problem? -- Problems With Emergent Literacy -- Problems With Word Recognition Accuracy -- Problems With Reading Fluency -- Problems With Comprehension -- Problems With Language and Meaning Vocabulary -- Overview of Informal Assessment Measures -- The Informal Reading Inventory -- Obtaining Answers to General Assessment Questions -- Administering and Scoring the Informal Reading Inventory -- Interpreting the Scores of the IRI -- Special Issues and Options in Using IRIs -- IRIs and Response-to-Intervention -- Combining IRI Assessment With Think-Alouds -- Summary -- References -- 6. Providing Instruction and Intervention Strategies -- Introduction -- A New Perspective on Intervention: Grade-Level Competence -- Successful Intervention Programs -- Individual Intervention Programs K-5 -- Group Intervention Programs K-5 -- Intervention Structures 6-12 -- Classroom Interventions -- Guidelines for Teaching Struggling Readers -- Set High Expectations -- Coordinate Intervention Instruction and Classroom Instruction -- Use Read-Alouds to Expose Students to Higher-Level Text -- Emphasize Reading for Meaning -- Teach Students the Strategies That Good Readers Use -- Make Assessment an Ongoing Component of Instruction -- Provide a Balanced Instructional Framework -- Provide a Consistent Instructional Structure and Use Time Effectively -- Keep the Size of the Group as Small as Possible -- Instructional Support for Struggling Readers and RTI -- Summary -- References -- 7. Early Literacy -- Introduction -- Early Literacy Concepts -- Oral Language Development -- Listening Comprehension -- Print Knowledge -- Environmental Print -- Alphabet Knowledge -- Phonemic Awareness -- Short-Term Phonological Memory -- Rapid Naming -- Visual Memory -- Visual Perceptual Skills -- Strategies to Develop Early Literacy Concepts -- Oral Language Development -- Print Knowledge -- Alphabetic Knowledge and Phonemic Awareness -- Beginning Reading Vocabulary -- Summary -- References -- 8. Improving Word Knowledge: Word Recognition -- Introduction -- Stages of Word Recognition Development -- Strategies for Identifying Words -- Word Recognition and the Common Core Standards -- Assessing Phonics Strategies -- The Informal Reading Inventory -- Tests of Phonics Patterns -- Teaching Phonics Strategies -- Letter-Sound Relationships -- Organizing Phonics Instruction -- Decoding Through Analogy -- Combining Phonics and Meaning -- Making Students Aware of Their Strategies -- Dealing With Exceptions -- Ideas for Practicing Phonics -- Teaching Multisyllabic Words -- Assessing Structural Analysis Strategies -- Teaching Structural Analysis Strategies -- Word Recognition Strategies and Response-to-Intervention (RTI) -- Summary -- Case Study -- References -- 9. Improving Word Knowledge: Fluency -- Introduction -- The Role of Fluency in the Reading Process -- Fluency and the Common Core Standards -- Assessing Fluency -- Listening to Students Read Orally -- Determining Reading Rate -- Timed Administration of Word Lists -- General Guidelines for Fluency Development -- Provide Models of Fluent Reading -- Link Fluency Instruction to Meaning -- Encourage Wide Reading -- Avoid Unpracticed Oral Reading -- Strategies for Developing Fluency in Context -- Promoting Wide Reading of Easy Text -- Using Patterned Books -- Assisted Oral Reading -- Structured Repeated Reading -- Performance Reading -- Making Oral and Silent Reading Effective -- Strategies for Developing Sight Words in Isolation -- Choosing Words for Instructional Focus -- Guidelines for Teaching Sight Words -- Strategies for Focusing on Words -- Word Recognition Fluency and Response-to-Intervention (RTI) -- Summary -- Case Study -- References -- 10. Vocabulary Development and Listening Comprehension -- Introduction -- Importance of Language to Reading -- Problems With Language Development -- Impact of Language Disability and Delay -- Impact of Limited Experiences With Reading -- Impact of Diverse Language Environments -- Assessing Language Abilities -- Informal Measures -- Formal Measures -- Conditions That Foster Language Learning -- Exposure to Rich Language -- Active Participation -- Planning for Vocabulary and Language Learning -- Making Connections -- Strategies for Fostering Language: Listening Comprehension -- Reading Books to Students -- Supplemented Shared Reading -- Paired Story Reading -- Directed Listening-Thinking Activity -- Sentence Stretchers -- Encouraging Verbal Expression -- Strategies for Fostering Language: Meaning Vocabulary -- Introducing Words Before Reading -- Practicing and Reinforcing Meaning Vocabulary -- Fostering Vocabulary Learning Through Rich Literate Experiences -- Using Strategies to Figure Out Unknown Words -- Using Poetry to Develop Language -- Fostering the Development of Academic Vocabulary -- Summary -- References -- 11.Comprehension of Narrative Text -- Introduction -- Effective Reading Comprehension -- The Purpose of Reading Is Comprehension -- Comprehension Is an Active and Accurate Process -- Comprehension Uses Background Knowledge -- Comprehension Requires Higher-Level Thinking -- Comprehending Narrative Materials -- Narratives Inspire Imaginative Personal Responses -- Narratives Have Story Organization -- Assessing Abilities With Narrative Text -- Measuring General Comprehension Ability -- Judging the Comprehension of Specific Materials -- A Strategic Approach to Teaching Reading Comprehension -- Improving Comprehension Before Reading -- Building Background Knowledge -- Making Predictions About Text -- Reading a Story to Students -- Improving Comprehension During Reading -- The Directed Reading-Thinking Activity -- Monitoring Responses to Reading -- Making Mental Images -- Constructing Content-Free Questions -- Using Discussion Cards -- Improving Comprehension After Reading -- Comprehension Strategies That Develop an Understanding of Story Structure -- Comprehension Strategies That Nurture Personal Response -- Connecting the Literacy Experience -- Conceptually Connected Instruction Using Themes -- Studying Different Genres -- Summary -- References -- Case Study -- 12.Comprehension of Informational Text -- Introduction -- Organization of Informational Text -- Difficulties Presented by Informational Text -- Importance of Informational Text -- Informational Text and Grade-Level Competence -- Informational Text and the Common Core Standards -- Assessing Abilities With Informational Text Using the Informal Reading Inventory -- Strategies for Helping Students Read Informational Text -- Using Read-Alouds With Grade-Level Text -- Content-Free Questions -- Text Coding -- Discussion Cards -- Topic-Detail-Main Idea Strategy -- Think-Aloud Strategy -- Question-Answer Relationships



فهرست مطالب

Machine generated contents note: 1. Overview of Reading and Reading Problems --
Introduction --
Reading Problems: A National Dilemma --
National Reading Levels --
SAT and ACT Reading Scores Hit New Low --
Reading Needs in Today's World --
Recent Influences on the Teaching of Reading --
Response-to-Intervention --
The National Reading Panel and the Components of Reading --
Differentiated Instruction --
Common Core Standards --
Social Media and Reading --
Key Elements of Teaching Reading --
Early Literacy --
Word Recognition --
Reading Fluency --
Reading Comprehension --
Reading Vocabulary --
Reading-Writing Connection --
Enjoyment and Appreciation --
Summary --
References --
2. Factors Associated With Reading Problems --
Introduction --
Neurological and Cognitive Factors --
Differentiated Instruction --
Working Memory --
Cognitive Strategy Instruction --
Environmental Factors --
The Home Environment --
The School Environment --
The Social Environment --
The Cultural Environment --
Emotional Factors --
Intelligence and Intellectual Factors --
Definitions of Intelligence --
Cultural Bias in the Measurement of Intelligence --
Using Intelligence Tests to Determine the Existence of a Reading Disability --
Concerns About Using Intelligence Tests to Determine a Reading Disability --
Language Factors --
Oral and Written Language --
Receptive and Expressive Language --
Systems of Oral Language --
Speech Problems and Language Disorders --
English Language Learners (ELLs) --
Physical Factors --
Hearing Impairment --
Visual Impairment --
Gender Differences --
Other Physical Problems --
Summary --
References --
3. Gathering Data to Develop Students' Literacy Profiles --
Introduction --
Information About the Environment --
Home Environment --
School Environment --
Social and Cultural Environments --
Information About the Individual --
Emotional Information --
Information About Potential (Intelligence) --
Physical Information --
Information About Language Development --
Methods of Collecting Information --
Interview and Questionnaire --
Informal Talks --
School Records and Materials --
Observation During Reading Lessons --
Summary --
References --
4. Norm-Referenced and Criterion-Referenced Assessments --
Introduction --
Using Both Formal and Informal Assessment --
Norm-Referenced Tests --
Criterion-Referenced Tests --
Bias in Testing --
Ethical Considerations --
Scores on Norm-Referenced Tests --
Standardization, Validity, and Reliability --
Tests of General Reading Assessment --
Group Survey Tests --
Individual Survey Tests --
Normed Oral Reading Tests --
Diagnostic Reading Tests --
Diagnostic Reading Batteries --
Diagnostic Tests of Specific Areas --
Measuring Factors Related to Reading --
Measuring Vocabulary and Language Development --
Measuring Intelligence --
Using Intelligence Test Information in Reading Assessment --
Intelligence Tests That Should Be Administered by Psychologists --
Intelligence Tests That Can Be Administered by Teachers and Reading Specialists --
Interpreting Intelligence Test Scores --
Summary --
References --
5. Administering an Informal Reading Inventory --
Introduction --
Does the Student Have a Reading Problem and How Severe Is It? --
What Is the General Area of the Reading Problem? --
Problems With Emergent Literacy --
Problems With Word Recognition Accuracy --
Problems With Reading Fluency --
Problems With Comprehension --
Problems With Language and Meaning Vocabulary --
Overview of Informal Assessment Measures --
The Informal Reading Inventory --
Obtaining Answers to General Assessment Questions --
Administering and Scoring the Informal Reading Inventory --
Interpreting the Scores of the IRI --
Special Issues and Options in Using IRIs --
IRIs and Response-to-Intervention --
Combining IRI Assessment With Think-Alouds --
Summary --
References --
6. Providing Instruction and Intervention Strategies --
Introduction --
A New Perspective on Intervention: Grade-Level Competence --
Successful Intervention Programs --
Individual Intervention Programs K-5 --
Group Intervention Programs K-5 --
Intervention Structures 6-12 --
Classroom Interventions --
Guidelines for Teaching Struggling Readers --
Set High Expectations --
Coordinate Intervention Instruction and Classroom Instruction --
Use Read-Alouds to Expose Students to Higher-Level Text --
Emphasize Reading for Meaning --
Teach Students the Strategies That Good Readers Use --
Make Assessment an Ongoing Component of Instruction --
Provide a Balanced Instructional Framework --
Provide a Consistent Instructional Structure and Use Time Effectively --
Keep the Size of the Group as Small as Possible --
Instructional Support for Struggling Readers and RTI --
Summary --
References --
7. Early Literacy --
Introduction --
Early Literacy Concepts --
Oral Language Development --
Listening Comprehension --
Print Knowledge --
Environmental Print --
Alphabet Knowledge --
Phonemic Awareness --
Short-Term Phonological Memory --
Rapid Naming --
Visual Memory --
Visual Perceptual Skills --
Strategies to Develop Early Literacy Concepts --
Oral Language Development --
Print Knowledge --
Alphabetic Knowledge and Phonemic Awareness --
Beginning Reading Vocabulary --
Summary --
References --
8. Improving Word Knowledge: Word Recognition --
Introduction --
Stages of Word Recognition Development --
Strategies for Identifying Words --
Word Recognition and the Common Core Standards --
Assessing Phonics Strategies --
The Informal Reading Inventory --
Tests of Phonics Patterns --
Teaching Phonics Strategies --
Letter-Sound Relationships --
Organizing Phonics Instruction --
Decoding Through Analogy --
Combining Phonics and Meaning --
Making Students Aware of Their Strategies --
Dealing With Exceptions --
Ideas for Practicing Phonics --
Teaching Multisyllabic Words --
Assessing Structural Analysis Strategies --
Teaching Structural Analysis Strategies --
Word Recognition Strategies and Response-to-Intervention (RTI) --
Summary --
Case Study --
References --
9. Improving Word Knowledge: Fluency --
Introduction --
The Role of Fluency in the Reading Process --
Fluency and the Common Core Standards --
Assessing Fluency --
Listening to Students Read Orally --
Determining Reading Rate --
Timed Administration of Word Lists --
General Guidelines for Fluency Development --
Provide Models of Fluent Reading --
Link Fluency Instruction to Meaning --
Encourage Wide Reading --
Avoid Unpracticed Oral Reading --
Strategies for Developing Fluency in Context --
Promoting Wide Reading of Easy Text --
Using Patterned Books --
Assisted Oral Reading --
Structured Repeated Reading --
Performance Reading --
Making Oral and Silent Reading Effective --
Strategies for Developing Sight Words in Isolation --
Choosing Words for Instructional Focus --
Guidelines for Teaching Sight Words --
Strategies for Focusing on Words --
Word Recognition Fluency and Response-to-Intervention (RTI) --
Summary --
Case Study --
References --
10. Vocabulary Development and Listening Comprehension --
Introduction --
Importance of Language to Reading --
Problems With Language Development --
Impact of Language Disability and Delay --
Impact of Limited Experiences With Reading --
Impact of Diverse Language Environments --
Assessing Language Abilities --
Informal Measures --
Formal Measures --
Conditions That Foster Language Learning --
Exposure to Rich Language --
Active Participation --
Planning for Vocabulary and Language Learning --
Making Connections --
Strategies for Fostering Language: Listening Comprehension --
Reading Books to Students --
Supplemented Shared Reading --
Paired Story Reading --
Directed Listening-Thinking Activity --
Sentence Stretchers --
Encouraging Verbal Expression --
Strategies for Fostering Language: Meaning Vocabulary --
Introducing Words Before Reading --
Practicing and Reinforcing Meaning Vocabulary --
Fostering Vocabulary Learning Through Rich Literate Experiences --
Using Strategies to Figure Out Unknown Words --
Using Poetry to Develop Language --
Fostering the Development of Academic Vocabulary --
Summary --
References --
11.Comprehension of Narrative Text --
Introduction --
Effective Reading Comprehension --
The Purpose of Reading Is Comprehension --
Comprehension Is an Active and Accurate Process --
Comprehension Uses Background Knowledge --
Comprehension Requires Higher-Level Thinking --
Comprehending Narrative Materials --
Narratives Inspire Imaginative Personal Responses --
Narratives Have Story Organization --
Assessing Abilities With Narrative Text --
Measuring General Comprehension Ability --
Judging the Comprehension of Specific Materials --
A Strategic Approach to Teaching Reading Comprehension --
Improving Comprehension Before Reading --
Building Background Knowledge --
Making Predictions About Text --
Reading a Story to Students --
Improving Comprehension During Reading --
The Directed Reading-Thinking Activity --
Monitoring Responses to Reading --
Making Mental Images --
Constructing Content-Free Questions --
Using Discussion Cards --
Improving Comprehension After Reading --
Comprehension Strategies That Develop an Understanding of Story Structure --
Comprehension Strategies That Nurture Personal Response --
Connecting the Literacy Experience --
Conceptually Connected Instruction Using Themes --
Studying Different Genres --
Summary --
References --
Case Study --
12.Comprehension of Informational Text --
Introduction --
Organization of Informational Text --
Difficulties Presented by Informational Text --
Importance of Informational Text --
Informational Text and Grade-Level Competence --
Informational Text and the Common Core Standards --
Assessing Abilities With Informational Text Using the Informal Reading Inventory --
Strategies for Helping Students Read Informational Text --
Using Read-Alouds With Grade-Level Text --
Content-Free Questions --
Text Coding --
Discussion Cards --
Topic-Detail-Main Idea Strategy --
Think-Aloud Strategy --
Question-Answer Relationships Note continued: Strategies for Transforming Informational Text --
Main Idea Grid --
Idea-Mapping --
Improving Comprehension of Informational Text and RTI --
Summary --
References --
Case Study --
13. Integrating Reading and Writing --
Introduction --
Importance of Teaching Writing --
Assessing Writing --
Writing Instruction --
Writing Process --
Supporting Students' Writing --
Personal Communication --
Written Conversations --
Personal Journals --
Strategies for Integrating Reading and Writing --
Writing and Reading Narrative Text --
Writing and Reading Informational Text --
Responding to Text --
Writing With Poetry --
Developing the Ability to Spell --
Spelling Development --
Spelling Assessment --
Spelling Instruction --
Handwriting --
Summary --
References --
14. Literacy Instruction for Diverse Learners: English Language Learners, Literacy in a Culturally Diverse Society, Parents and Families, Adolescents and Adults With Reading Problems --
Introduction --
English Language Learners --
Who Are ELLs? --
Methods for Teaching ELL Students --
Teaching Reading to ELL Students --
Classroom Strategies for Teaching Reading to ELL Students --
Literacy in a Culturally Diverse Society --
The Important Role of Families and Parents in Fostering Literacy --
You Read to Me and I'll Read to You --
Parent Workshops --
Adolescents With Reading Problems --
Characteristics of Adolescents With Reading Problems --
Special Considerations at the Secondary Level --
Components of Effective Secondary Programs --
Adults With Reading Problems --
Postsecondary and College Programs --
Summary --
References --
15. Literacy Instruction for Students With Special Needs --
Introduction --
Students With Disabilities --
The Individuals With Disabilities Education Improvement Act of 2004 --
Response-to-Intervention --
The Individualized Education Program --
Contents of the IEP --
Participants at IEP Meeting --
Transition Services --
Procedural Safeguards --
Educational Environments --
Learning Disabilities --
Characteristics of Students With Learning Disabilities --
Educational Settings for Students with Learning Disabilities --
Eligibility of Students With Learning Disabilities for Special Education --
Dyslexia --
Providing Reading Instruction for Students With Special Needs --
Adapting Standard Reading Methods for Students With Severe Reading Disabilities --
Differentiated Instruction --
Differences in Cognitive Processing --
Multisensory Methods for Teaching Reading --
Lindamood Phoneme Sequencing Program --
Direct Instruction Reading Program --
Summary --
References --
16. Literacy Support as a Collaborative Process --
Introduction --
Changing Roles of Reading Specialists --
Title I Programs --
No Child Left Behind Act --
American Recovery and Reinvestment Act of 2009 --
Race to the Top --
Narrowing the Achievement Gap --
Role of the Reading Specialist in Assessment --
Evaluation of Student Performance --
Individual Diagnostic Procedures --
Role of the Reading Specialist in Instruction --
Working With Classroom Teachers --
Working With Other Professionals --
Reading Specialists as Literacy Leaders --
Providing Support for Teachers --
Providing Support for Paraprofessionals --
Serving as Liaison Between Teachers and Administrators --
Serving on Student Services Teams --
Serving on the Instructional Intervention Team --
Working With Parents --
Literacy Advocates in the Community --
Summary --
References.




نظرات کاربران

تمامی حقوق معنوی و مادی وبسایت متعلق به اینترنشنال لایبرری می باشد
نماد اعتماد الکترونیکی