Reading Strategies for Elementary Students With Learning Difficulties - Strategies for Rti

Informationen zum Autor William N. Bender, PhD , has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012). Martha J. Larkin taught public school students in general education and special education at the elementary, middle, and secondary levels for several years before beginning a career in higher education. She has authored and coauthored 17 journal articles, 10 book and monograph chapters, and 5 research reports and commissioned papers in education and special education. She specializes in instructional strategies, particularly for students with learning disabilities. Her specific teaching and research interests include scaffolded instruction, content enhancement, learning strategies, graphic organizers, and grading rubrics. She especially enjoys pursuing these interests in the areas of reading, writing, and mathematics. She earned her PhD from the University of Alabama in 1999. Klappentext A one-stop source of proven reading strategies for use with RTI interventions! Offering a set of practical instructional strategies, this second edition of the bestseller helps elementary and middle school educators integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI). Grounded in research-based reading instruction for students with learning difficulties, this resource provides both highly effective strategies that take a moderate investment of time to implement and tested tactics that can be easily implemented with little or no preparation. The authors discuss a wide range of topics, including:Early literacy and brain-compatible reading instruction Early literacy assessments Phonological and phonemic instruction Developmental reading and spelling stages Building vocabulary and reading fluency Reading comprehension and the brain Zusammenfassung Offering a set of practical instructional strategies! this second edition of the bestseller helps elementary and middle school educators integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI). Inhaltsverzeichnis Acknowledgments About the Authors Introduction 1. The Reading Brain and Literacy Instruction The Good News in Reading Research! Big Ideas From Early Literacy Research The Emerging Emphasis on Literacy Assessments of Early Literacy Brain-Compatible Reading Instruction A Brain-Based Model of Reading What the Brain Research on Reading Has Found Conclusion What¿s Next? 2. Phonemic Instruction: The Critical Emphasis in Reading and Literacy Phonological Instruction and Phonemic Instruction Phonemic Awareness or Phonemic Manipulation Guidelines for Phonemic Instruction Phonemic-Based Reading Programs Conclusion What¿s Next? 3. Phonics and Word Attack Strategies Phonics and the Brain Phonics Instructional Options Strategies for Developmental Reading and Spelling Stages Conclusion What¿s Next? 4. Strategies for Building Vocabulary and Reading Fluency Vocabulary and Reading Fluency Building Vocabulary The Importance of Vocabulary...

About the author

William N. Bender, PhD, has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012).
Martha J. Larkin taught public school students in general education and special education at the elementary, middle, and secondary levels for several years before beginning a career in higher education. She has authored and coauthored 17 journal articles, 10 book and monograph chapters, and 5 research reports and commissioned papers in education and special education. She specializes in instructional strategies, particularly for students with learning disabilities. Her specific teaching and research interests include scaffolded instruction, content enhancement, learning strategies, graphic organizers, and grading rubrics. She especially enjoys pursuing these interests in the areas of reading, writing, and mathematics. She earned her PhD from the University of Alabama in 1999.

Product details

• Authors: William N Bender, William N. Bender, William N. Larkin Bender, William Neil Larkin Bender, Bender William N., Martha J Larkin, Martha J. Larkin, Larkin Martha J.
• Publisher: Sage Publications Ltd
• Languages: English
• Product format: Paperback / Softback
• Released: 13.03.2009
• EAN: 9781412960694
• ISBN: 978-1-4129-6069-4
• No. of pages: 272
• Subjects: Humanities, art, music > Education > School education, didactics, methodology; Humanities, art, music > Education > Special education; EDUCATION / Special Education / Learning Disabilities, Teaching of students with learning difficulties or disorders