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This is the ideal resource for teachers working with K-6 students with little or no early literacy experiences, those with learning differences and various levels of proficiency in oral English, and those with distinct interests and talents that may be more or less aligned with school expectations—in short, the struggling readers who come into today’s classrooms. In it teachers get practical help for providing the additional instructional support these students need to succeed. Included are profiles of actual students selected by the authors for their characteristics that are commonly observed by teachers in regular classroom settings who represent a larger proportion of the low-proficient readers found in typical elementary classrooms. The book’s chapter covers a wealth of important topics and ready-to-use ideas for implementing sound instructional ideas in the K-6 classroom.

2012 Just Published Paperbound 232pp est.   ISBN: 978-1-933760-38-4    Order #189    $26.95

PART ONE:

1. Profiles of Struggling Readers and an Instructional Response, Barbara J. Walker and Claudia Dybdahl

2. A Case Study: Applying the Instructional Responses, Susan Mandel Glazer

PART TWO: TEACHING APPROACHES AND TECHNIQUES

3. Using Alternative Text Types to Improve Fluency for Struggling Readers, Tim Rasinski, William Dee Nichols, and William Rupley

4. Using Literature to Scaffold Phonic Knowledge, Melinda Smith, Barbara J. Walker, and Ingrid Massey

5. Raising Struggling Readers’ Oral Reading Fluency Through Readers’ Theater

6. Developing, Implementing, and Evaluating a Model of Parental Involvement in Reading for Beginning and Struggling Readers, Nancy Padak, Mary Margaret Luchitz, and Timothy Rasinski

PART THREE: CONSTRUCTING MEANING

7. Knowing Word Meaning Is Critical, William H. Rupley, William Dee Nichols, Maryann Mraz, and Timothy R. Blair

8. Vocabulary and Comprehension: Some Sociocultural Considerations, Sandra Goetze, Claudia S. Dybdahl, Elizabeth Elias, and Janice Sosa

9. Prediction and Comprehension Monitoring: How It Works and How It Is Taught, Claudia S. Dybdahl and Barbara J. Walker

10. Classroom Teachers and Struggling Readers

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