|Language, Letters, & Thought, 2nd edition|
Updated in 2001, this edition offers a clear explanation of how to maximize reading success. Reports from the National Reading Panel corroborate the practical and effective approaches presented.
This 380-page volume presents useful methods for teaching students across a wide range of skills--from efficient readers to those with learning disabilities, dyslexia, phonological processing difficulty, rapid-naming deficits, or limited language. Chapters make sense of what strategies work best for students with particular needs at specific levels of development.
Several chapters describe formal and informal testing of reading. Guidelines explain how to select tests based on their potential strengths and weaknesses for evaluating distinct reading skills. Case studies show how to translate test findings into recommendations for instruction in classrooms, tutorials, or small groups.
Educators, psychologists, and concerned parents gain an insider's view of the various ways reading is taught and assessed. It explains when and why some approaches work better than others. Chapters include:
|Reading Theory & Practice||Understanding Texts & Literature|
|Emergence of Language||Expanding Background Knowledge|
|The Phonemic Awareness Bridge||Vocabulary Depth & Breadth|
|Phonological Decoding||Writing to Increase Comprehension|
|Rapid-Automatic-Naming & Fluency||Testing Reading & Its Subskills|
|Spelling & Reading Connections||From Assessment to Lesson Plans|
Chapter authors: S. Brody, L.C. Moats, M.L. Farrall, L.W. Kemper, C.R. Liebling, L.K. Rath, P.H. Sable, S. Stotsky, and J.O. Willis. As editor, Dr. Brody draws on many years in the reading and learning disabilities fields as graduate program director, public school specialist, classroom teacher, and program developer. Brody's other publications include texts for teaching reading, writing, and study skills.
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