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HELPING THE STRUGGLING READER
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HELPING THE STRUGGLING READER

HELPING THE STRUGGLING READER

Product Type: Book Authors: Nita Sundbye and Linda Jones McCoy Number of Pages: 424 pages Reproducible: Yes Copyright: 1997 Teachers of struggling readers of any age will find this resource helpful....

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Overview - HELPING THE STRUGGLING READER


Product Type: Book
Authors: Nita Sundbye and Linda Jones McCoy
Number of Pages: 424 pages
Reproducible: Yes
Copyright: 1997

Teachers of struggling readers of any age will find this resource helpful. The 38 teaching plans addressvarying student needs from learning about sounds andletters, to using print and meaning together, toconcentrating on comprehension. The plans are detailed, corrective, and remedial. Helping the Struggling Reader offers a variety of methods and philosophical approaches for many instructional choices.

Each of the teaching plans includes seven sections:
-Target Audience
-Objective
-Procedures
-Evaluation
-Performance Records
-Adaptations
-Student-Use Materials

Each part of the book is preceded by a theoretical background. An easy-to-use Objectives Grid helps teachers match types of reading difficulties with teaching plans that could be most successful. Although the plans are designed for one-on-one, intensive teaching, they can be adapted for use with small groups. The spiral-bound format makes reproducing student materials easy.

An 8-page introductory section, How to Use This Book, provides teachers with a helpful, detailed guide. The section covers preparing for the challenge, gathering information about the student's current reading skill, making the transition from assessment to teaching, matching instruction to student needs, learning to use the grid, going beyond a sequence to teach to mastery, materials, creating records of student progress, preparing the student to use materials, storing and retrieving materials during teaching, and finally ready to begin.

Section 1-Learning about Sounds and Letters.
The section includes four parts:
-Part 1 covers Phonemic Awareness, Auditory Segmentation, and Blending.
-Part 2 covers Reading Consonants, Learning Consonants, Digraphs, and Consonant Clusters.
-Part 3 covers Reading Vowels, Vowels: CVC Pattern (Consonant Vowel Consonant), Vowels: CVCe, Vowels: Contrasting CVC and CVCe, and Pre-Blended Sounds.
-Part 4 covers Correcting Reversals, Reversal of Letters, and Reversal of Letter Order.

Section 2-Using Print and Meaning.
The section contains five parts:
-Part 1 covers Learning High-Frequency Sight Words and Essential Sight Words.
-Part 2 covers Using Predictable Texts, Reading Predictable Texts, Shoebox, and Writing Predictable Texts.
-Part 3 covers Language Experience Approaches, Key Words, Remedial Language Experience, Fernald's Stage 1: Learning from Tracing, Fernald's Stage 2: Tracing is No Longer Necessary, Fernald's Stage 3: Learning from the Printed, and Fernald's Stage 4: Recognizing Words.
-Part 4 covers Integrating Print and Meaning, Self-Correction, Context and Consonants, Integrated Processing, and Meaningful Syllabication.
-Part 5 covers Developing Fluency, Neurological Impress Method (NIM), and Patterning.

Section 3-Concentrating on Comprehension.
The section includes four parts:
-Part 1 covers Vocabulary and Syntax, Word Meaning, Phrasing for Comprehension, and Understanding Paraphrased Text.
-Part 2 cover Narrative and Expository Texts, Goal Structure Story Maps, and K-W-L Method (K is for What I Know; W, What I Want to Know; and L, What I Learned.)
-Part 3 covers Questioning, Question-Answer Relationships, ReQuest, and Reciprocal Teaching.
-Part 4 covers Automaticity, Rate, Repeated Readings, Silent Reading Rate, and Comprehension.

 

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