Synopses & Reviews
Assessing and Correcting Reading and Writing Difficulties , Fourth Edition is a comprehensive, practical text that provides a wealth of examples and thorough coverage of procedures for assessing and instructing struggling readers of all ages. In keeping with current theory and a Response to Intervention (RTI) approach, the fourth edition continues to emphasize prevention and early intervention and the belief that most students can learn to read and write on a proficient level if given the proper instructional support.
Take a Peek into the Fourth Edition:
- New coverage of Response to Intervention gives students a look at a whole-school application of RTI.
- Discussion and samples of key screening and progress monitoring measures have been added. These include letter fluency, letter-sound fluency, phonics, word reading fluency, oral reading fluency, and mazes.
- New progress monitoring assessments available on the author's website ( ) provide students with the opportunity to practice what they have learned.
- Explores adaptations of assessment, instruction, and materials to meet the needs of the struggling reader and English language learner. Practical tips for differentiation are included.
- New case studies illustrate assessment and intervention strategies, and provide practical examples for classroom instruction.
Dr. Thomas G. Gunning currently teaches a variety of reading methods courses at Central Connecticut State University. He has conducted research on phonics, decoding strategies, and Response to Intervention and has created Word Building, A Response to Intervention Program (Phoenix Learning Resources). The author has also created a number of informal assessment devices and conducted research on reading interests, informal reading inventories, readability, higher-level literacy skills, and Response to Intervention. Dr. Gunning recently revised Creating Literacy Instruction for All Children , 7e (2010) and has written Developing Higher-Level Literacy in All Students: Building Reading, Reasoning, and Responding (2008), Closing the Literacy Gap (2006), Building Literacy in the Content Areas (2003), Best Books for Building Literacy for Elementary School Children (1999), Building Words: A Resource Manual for Teaching Word Analysis and Spelling Skills and Strategies (2001), and Phonological Awareness and Primary Phonics (2000). All are published by Pearson Teacher Education.
To order this book WITH MyEducationLab, use either
Assessing and Correcting Reading and Writing Difficulties, 4/e, is a comprehensive, practical text that provides a wealth of examples and thorough coverage of procedures for assessing and instructing struggling readers of all ages. In keeping with current theory and a Response to Intervention (RTI) approach, the fourth edition continues to emphasize prevention and early intervention and the belief that most students can learn to read and write on a proficient level if given the proper assistance. The text is based on the premise that student performance is variable and that assessment and instruction are modified to meet the varied needs and levels of students. Assessing and Correcting Reading and Writing Difficulties, 4/e, emphasizes a whole-school approach in which a strong classroom program is the best prevention, and covers how classroom programs need to be supplemented with interventions that increase in intensity and duration based on student needs
About the Author
Thomas G. Gunning has taught courses in methods of teaching reading and writing for more than 20 years and was director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, a reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers and writers. Dr. Gunning, who recently served as a Reading First consultant, is currently working with elementary and middle school students to help them develop higher level literacy skills, as well as serving as an adjunct professor in the Reading/Language Arts Department at Central Connecticut State University. Over the years, Dr. Gunning’s research has explored reading interests, informal reading inventories, decoding strategies, readability, higher-level literacy skills, and response to intervention. As a result of this research, he has created a number of informal assessments and programs for developing decoding and comprehension skills.
Table of Contents
Chapter 1. Introduction to Literacy Difficulties
Chapter 2. Factors Involved in Reading and Writing Difficulties
Chapter 3. Overview of Assessment
Chapter 4. Placing Students and Monitoring Progress
Chapter 5. Assessment of Reading and Writing Processes
Chapter 6. Assessment of Cognitive, School, and Home Factors
Chapter 7. Emergent Literacy and Prevention Programs
Chapter 8. Teaching Phonics, High-Frequency Words, and Fluency
Chapter 9. Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
Chapter 10. Building Vocabulary
Chapter 11. Building Comprehension
Chapter 12. Reading to Learn and Remember in the Content Areas
Chapter 13. Building Writing Strategies
Chapter 14. Tier II and III Programs for Students of All Ages
Chapter 15. Organization of Early Intervention and Corrective Programs