Ward A Cockrum, James L Shanker
In this widely popular handbook - Locating and Correcting Reading Difficulties 10th Ed- beginning and experienced teachers alike find the assessment resources and tools they need to document a child’s strengths and areas of need–and get effective instructional strategies to teach skills that are missing. The book is organized around the sub-skills of reading and fits well with most major reading programs currently in use. The main sub-skills of reading–the emergent skills of phonemic awareness and letter recognition, the decoding skills of sight words, phonics, structural analysis, use of context clues, dictionary use, and the meaning related skills of vocabulary and comprehension–are addressed in the first nine chapters. Those chapters are followed by sections on fluency and specific oral reading difficulties and study skills and other reading related abilities.
Each chapter is packed with ready-to-use lesson ideas and assessments and each presents a definition of the reading skill covered, followed by a section on assessing the skill, a section on teaching the skill, and a section on how the skill might impact English Language Learners. Using this resource, readers are able to define each of the sub-skills, know how to observe the development of the skill, do quick assessments of the skill where appropriate, and do in-depth assessments when needed. Access to classroom assessment tools needed to screen or monitor students’ literacy progress is included in each of the first nine chapters.
How to Use This Book
Introduction
Part One: Emergent Literacy Skills
Part Two: Decoding Skills
Part Three: Comprehension Skills
Part Four: Fluency And Specific Oral Reading Difficulties
Part Five: Study Skills And Other Abilities
Appendices for Locating And Correcting Reading Difficulties
Glossary
Index
"This specialized text covers all five components of effective reading instruction and is an exemplary resource for both novice and experienced teachers. As a reading diagnostic handbook, it is full of assessments for measuring students’ strengths and needs in each area, as well as instructional recommendations for teaching any missing skills. Phonemic awareness and phonics receive better coverage than in previous editions, and curriculum-based reading measures (direct assessment of skills on a weekly basis) are included as valid and reliable. This text would be even stronger if the authors included references for their instructional recommendations (which are all research supported)."
- National Council on Teacher Quality read the full review