Instructing Students Who Have Literacy Problems Loose Leaf Version With Video Enhanced Pearson Etext Access Card Package

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This package includes the Enhanced Pearson eText and the loose-leaf version

Long valued for its coverage of both assessment and instructional strategies, this widely popular reading diagnosis text presents a balanced view of literacy instruction, thoroughly examining interventions for students having difficulties with word study and reading comprehension. Instructing Students Who Have Literacy Problems, 7/e incorporates chapters on both formal and informal assessment with instructional interventions, allowing instructors to use this versatile text for one inclusive course or for two separate courses on diagnosis and instruction. Student case studies, as well as vignettes of teachers in action, illustrate real-world applications based on extensive research and the theoretical foundations of reading intervention. The new edition is available as an enhanced eBook, includes suggestions for using technology to teach struggling readers, addresses the Common Core State Standards, and includes numerous other features that establish the text as an influential and invaluable resource in the fields of reading assessment, diagnosis, and remediation. The Enhanced Pearson eText features embedded video.

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The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:

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0133830934 / 9780133830934 Instructing Students Who Have Literacy Problems, Loose-Leaf Version with Enhanced Pearson eText -- Access Card Package

Package consists of:   

• 0133563294 / 9780133563290 Instructing Students Who Have Literacy Problems, Loose-Leaf Version
• 0133824632 / 9780133824636 Instructing Students Who Have Literacy Problems, Enhanced Pearson eText -- Access Card

This textbook provides the basic foundational knowledge necessary to understand teaching literacy. It is a valuable resource because it can be used for all grade levels. It provides a wealth of knowledge on the foundations of literacy, current issues in education, and a refined focus on assessment and instruction, going in depth with what many feel to be a very intimidating process.

The textbook lays out activities and strategies that are considered top-down and bottom-up, therefore covering the whole spectrum to help teachers choose methods for a balanced approach. -- Shawn Lee Coskey, East Stroudsburg University

This book is easy to read, comprehend, and apply.  It has a very good overview of assessment, basic reading problems, and adaptive measures.  The authors have done an excellent job including the most important topics for an assessment/clinical experience course.  Although challenging, it is simplistic in format.  Many students would appreciate this as it appears to be the essential “capsule” for intervention. -- Patricia J. Pollifrone, Ph.D., Gannon University

A comprehensive textbook about assessing and working with literacy in the classroom. The text provides wonderful, concrete examples for the classroom, and has quite a few research-to-practice materials for future teachers. The strategies incorporated into this text were very engaging and would help future teachers set up lesson plans for their students. -- Dr. Patricia L. Jones, Tennessee Wesleyan College

If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase.

• Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
• Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad(r) and Android(r) tablet.*
• Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.

*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later.

0133830934 / 9780133830934 Instructing Students Who Have Literacy Problems, Loose-Leaf Version with Enhanced Pearson eText -- Access Card Package

• 0133563294 / 9780133563290 Instructing Students Who Have Literacy Problems, Loose-Leaf Version
• 0133824632 / 9780133824636 Instructing Students Who Have Literacy Problems, Enhanced Pearson eText -- Access Card

Instruction for Delayed Readers, Word Recognition and Fluency, Word Identification, Word Meanings, Comprehension of Narrative Text, Comprehension of Informational Text, Severely Delayed Reader, Nonreader, English Language Learners, Learners with Special Needs

Designed to prepare teachers who will work with students having significant difficulties learning to read--most often upper-level undergraduate and graduate students in courses on corrective reading, remedial reading, and/or clinical reading. Also useful for special educators who teach students with learning disabilities.

Long valued for its coverage of both assessment and instructional strategies, this widely popular reading diagnosis text presents a balanced view of literacy instruction, thoroughly examining interventions for students having difficulties with word study and reading comprehension. Instructing Students Who Have Literacy Problems, 7/e incorporates chapters on both formal and informal assessment with instructional interventions, allowing instructors to use this versatile text for one inclusive course or for two separate courses on diagnosis and instruction. Student case studies, as well as vignettes of teachers in action, illustrate real-world applications based on extensive research and the theoretical foundations of reading intervention.

McCormick and Zutell introduce practical strategies for both elementary and secondary students, including English language learners and students from a variety of cultural backgrounds. This valuable assessment, diagnosis, and remediation text will guide teachers to help students with literacy difficulties of all types become successful, capable readers. New to this edition are:

• NEW! Suggestions for using technology to teach struggling readers.
• NEW! Addresses the Common Core State Standards (CCSS) in each chapter, particularly how they apply to less-able readers.
• NEW! The Teacher’s Lesson Plan Book feature includes representative pages from a lesson plan book frequently used by teachers.
• NEW! Numerous comprehensive instructional procedures for delayed readers.
• NEW! Several new assessment procedures that help teachers make decisions about instruction are described.
• NEW! An extensive section on matching text to readers addresses the renewed interest in text readability and complexity generated by the Common Core State Standards.
• NEW! A Lesson Plan Format for Assessment Sessions helps teachers manage assessment and analyze results
• NEW! Seventeen new figures and six new tables help to clarify information for students, provide examples, and offer actual teaching and testing materials for use in future classrooms.
• NEW! Learning Outcomes at the beginning of each chapter.
• NEW! A section on the emerging body of neuroscience research.

Sandra McCormick is a Professor Emerita and former Director of the Reading Clinic at the Ohio State University.  She is an author of six previous editions of this popular text, the graduate-level textbook, Remedial and Clinical Reading Instruction (Merrill), and numerous articles on delayed readers published in Reading Research Quarterly, The Reading Teacher, Journal of Learning Disabilities, Language Arts, and other journals.  Dr. McCormick has served on the Board of Directors of the International Reading Association and was coeditor, with Jerry Zutell, of the National Reading Conference Yearbook.

Jerry Zutell is a Professor Emeritus and former Director of the Reading Clinic at the Ohio State University.  He is a noted researcher and writer about oral reading fluency, spelling development, and related instructional practices.  He is the developer of the Directed Thinking Spelling Activity (DSTA), an innovative student-active cycle of word study instruction, and the Theme-Context-Roots-Reference-Review (TC3R) model of vocabulary instruction.  Dr. Zutell is a senior author of Spell It –Write! (Zaner-Bloser, 1998), coauthor of Essential Strategies for Word Study (Scholastic, 2010), and author of the vocabulary series, Word Wisdom (Zaner-Bloser, 2005, 2013). Dr. Zutell was coeditor, with Sandra McCormick, of the National Reading Conference Yearbook.

Part 1: Foundations of Remedial and Clinical Reading Instruction

Chapter 1: Basic Concepts and Definitions in Reading

Chapter 2: Causes and Correlates of Individual Differences in Reading Ability

Part 2: Assessment

Chapter 3: Assessment for Identification of Reading Problems

Chapter 4: Assessment for Verifying General Reading Levels

Chapter 5: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 1

Chapter 6: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 2

Part 3: Instructional Interventions

Chapter 7: Important Principles of Instruction for Delayed Readers

Chapter 8: Word Recognition and Fluency

Chapter 9: Word Identification

Chapter 10: Knowledge of Word Meanings

Chapter 11: Comprehension of Narrative Text

Chapter 12: Comprehension of Informational Text

Chapter 13: The Severely Delayed Reader and the Nonreader

Chapter 14: English Language Learners and Other Learners with Special Needs