Instructing Students Who Have Literacy Problems, 7th edition

Invigorate learning with the Enhanced Pearson eTextThe Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

• Embedded videos enrich the experience with the text by allowing readers to see real teachers in real classrooms, sharing their insights. (See pages 11, 127, and 449 for examples.)
• Pop-ups that provide additional examples and helpful ideas such as checklists, charts, and diagrams. (See pages 79, 294, and 468 for examples.)
• Internet resources. Weblinks to further explore content related to the chapter. (See pages 6, 166, and 226 for examples.)

Students can 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! Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy.

Additional text features include:

• A balanced approach to reading instruction that features:
  • Ideal instruction for teachers to work at all phases of Response to Intervention (RTI) to provide early intervention to struggling readers.
  • A research-based text that provides teachers with practical ideas they can take into the classroom.
  • A balanced view of literacy instruction that addresses both word learning and comprehension.
  • Suggestions for integrating reading, writing, and spelling into daily classroom activities for delayed readers.
• Helps readers meet the challenges of providing instruction that effectively meets the unique needs of English language learners. Chapter 14, “English Language Learners and Other Learners with Special Needs,” contains research-based instructional procedures for increasing the language and literacy levels of ELL students, and ELL inserts in every chapter provide practical ideas for adapting many aspects of reading instruction for new ELLs.
• Case studies and vignettes from real classrooms provoke inquiry into important topics. Illustrating various facets of remediation and assessment from actual students with whom the authors have worked, the case studies provide a rich picture of how exemplary teaching can improve the achievement level of delayed readers.
• A highly readable, user-friendly format includes intuitive organization, features that aid understanding, and level-appropriate writing that is accessible to students.
• Time-saving supplements help instructors make the most of the text and their classroom time.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

• Embedded videos enrich the experience with the text by allowing readers to see real teachers in real classrooms, sharing their insights. (See pages 11, 127, and 449 for examples.)
• Pop-ups that provide additional examples and helpful ideas such as checklists, charts, and diagrams. (See pages 79, 294, and 468 for examples.)
• Internet resources. Weblinks to further explore content related to the chapter. (See pages 6, 166, and 226 for examples.)

Students can 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! Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy.

Key content changes include:

• NEW! Suggestions for using technology to teach struggling readers.
  • A new, extensive, up-to-the-minute section on technology and reading emphasizes resources uniquely designed for struggling readers.
  • Procedures and critiques are offered for each, saving readers time while choosing the best resources for individual students.
• NEW! Addresses the Common Core State Standards (CCSS) in each chapter, particularly how they apply to less-able readers.
  • An overview is provided in Chapter 1.
  • Focus on Standards boxes appear throughout.
  • Margin icons signal chapter content particularly relevant to the CCSS.
• NEW! The Teacher’s Lesson Plan Book feature includes representative pages from a lesson plan book frequently used by teachers.
  • Each page translates the chapter information into a practical lesson that teachers can use in real-world classrooms.
  • These comprehensive plans are suitable for one-hour instructional or assessment sessions.
• NEW! Numerous comprehensive instructional procedures for delayed readers provide readers with high-quality programs and practices from which to pick and choose.
• New! Several new assessment procedures that help teachers make decisions about instruction are described, including:
  • The Informal Word Recognition/Identification Inventory (IWR/II).
  • The Speed-Accuracy-Meaning Plus (SAM) test.
  • The Vocabulary Recognition Task.
• 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. Discussions cover:
  • Current views.
  • Readability formulas and leveling procedures.
  • Arguments for approaching the issue of text complexity differently for struggling readers than for their grade-level peers.
• NEW! A Lesson Plan Format for Assessment Sessions helps teachers manage assessment and analyze results to accurately guide instructional planning. The section:
  • Provides guidelines for pacing assessment so that fatigue does not affect students’ results.
  • Suggests appropriate teacher actions.
  • Offers ways to keep students motivated and interested on test-taking days.
• 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 serve as advance organizers to help students plan for the chapter content.
• NEW! A short, but important section on neuroscience research has been added to Chapter 2, addressing the constantly growing investigation into brain functioning as it relates to learning to read.
• NEW! A new section updates the table: Some Trends and Issues in Remedial and Clinical Reading Instruction.