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دانلود کتاب Reading problems: assessment and teaching strategies
دانلود کتاب مشکلات خواندن: ارزیابی و راهبردهای تدریس
مشخصات کتاب
Reading problems: assessment and teaching strategies
ویرایش: Edition: 7 نویسندگان: Caldwell. JoAnne Schudt, Jennings. Joyce Holt, Lerner. Janet W 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) : 45,000
کلمات کلیدی مربوط به کتاب مشکلات خواندن: ارزیابی و راهبردهای تدریس: خواندن -- آموزش اصلاحی، ناتوانی در خواندن، خواندن -- آموزش اصلاحی
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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.
