Synopses & Reviews
"As a practicing school psychologist and state reading trainer who works extensively on preventing reading problems at the district and state level, I find this book to be an excellent synthesis of best practices for teaching word recognition to all children. O'Connor provides a sequenced framework for developing individualized lessons for both younger and older struggling readers. A quick-reference table provides a summary and roadmap of all the teaching methods and activities described. This book is an invaluable day-to-day resource for special and general educators. It is also a great preservice or inservice text for teachers, school psychologists, and reading consultants."--Jim Weaver, MA, SPsyS, Michigan Integrated Behavior and Learning Support Initiative "This unique volume provides a thorough and comprehensive discussion of reading instruction at the word level, including practical ideas that reading specialists and special educators can immediately apply when working with students. O'Connor's in-depth knowledge of theory and research related to reading difficulties--and her ability to translate that knowledge into explicit, step-by-step strategies for the practitioner--make this a special and important book. It will be a useful text for any course within a reading or special education program that addresses instruction for struggling readers, and an important resource for practicing reading specialists and special educators."--Rita M. Bean, PhD, University of Pittsburgh "Reading Words is an extremely valuable, well-written, and well-organized resource for general and special education teachers, tutors, and others who want to help their students with learning disabilities become fluent readers. The book effectively bridges the gap between research and practice, clearly explaining how reading instruction should progress and what to do when things do not go as planned. It provides hope for helping all students, regardless of their age or disability status. I used this book repeatedly during my student teaching experience in a special education classroom, and loved the results!"--Anna Waters, MA, elementary school teacher-in-training and reading tutor, University of California, Riverside
"A valuable resource for any teacher whose responsibilities include reading instruction. Focusing on teaching students with reading difficulties, the book weaves many practical teaching ideas and strategies into the knowledge base derived from research. A new chapter on teaching morphology is a welcome addition, particularly in the context of the Common Core State Standards, which emphasize close reading of increasingly complex texts. This book provides teachers with many ideas that can be readily implemented."--Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los Angeles
"Yet again, O'Connor has shown why she is a leader in reading education. This second edition demonstrates O'Connor's special strength in conveying practical procedures that are true to the evidence about effective reading instruction. Chapter after chapter, the book explains the importance of teaching a component decoding skill (for example, blending, decoding multisyllabic words), translates the research about it, and provides sequenced illustrations of targeted lessons. What more could a teacher want? Because it is so conceptually well integrated and grounded in applied research, this book can serve as a guide for students, classroom teachers, and curriculum developers."--John Wills Lloyd, PhD, Curry School of Education, University of Virginia
"An exceptionally well-written book aimed at elementary practitioners....Highly recommended. Upper-division undergraduates and practitioners."--Choice (on the first edition)
Most struggling readers, including those with reading disabilities, have difficulties recognizing printed words. This unique, lucidly written book synthesizes the research on how children learn to read words skillfully and translates it into step-by-step strategies for the classroom. The author demonstrates how to plan and implement a coordinated series of lessons that address letter-sound pairings, decoding and blending, multisyllabic words, sight words, and fluency. The proven techniques presented are applicable across the primary grades; in addition, specific guidance is offered for working with older children who are having difficulties. A highly accessible guide, the book features reproducible forms and checklists.
This highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2" x 11" size.
New to This Edition
*Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension.
*Chapter on morphological (meaning-based) instruction.
*Chapter on English language learners.
*Instructive "Try This" activities at the end of each chapter for teacher study groups and professional development.
About the Author
Rollanda E. O'Connor, PhD, is Professor and Eady/Hendrick Endowed Chair in Learning Disabilities in the Graduate School of Education at the University of California, Riverside. She taught reading in special and general education classrooms for many years. Dr. O'Connor has conducted numerous reading intervention studies in general and special education settings, examined procedures to predict the students most likely to develop reading disabilities, and followed the reading progress of students who have received early intervention. Her longitudinal studies of intervention and assessment led to the development of Ladders to Literacy, a collection of phonological and print awareness activities and scaffolding suggestions for children at risk for reading problems. Her current research includes exploring the effects of early, continuous intervention across the first 4 years of reading development and developing research-based interventions for students with reading difficulties in the intermediate and middle school grades.
Table of Contents
1. In the Beginning: Oral Language and Learning to Read Words
2. Phonemic Awareness
3. The Alphabetic Principle
4. Beginning to Decode
5. Word Patterns
6. Developing Sight Words
7. Reading Multisyllabic Words
8. Reading Words Fluently
9. Older Students with Reading Difficulties
Appendix A. Resources
Appendix B. Reproducible Forms and Checklists