Locating and Correcting Reading Difficulties, 10th edition

Users of this text will be able to define each of the sub-skills, know how to observe the development of the skill, do quick assessments of the skill where appropriate, and do in-depth assessments when needed.

Teachers can turn to a myriad of diagnostic tests and instruments, with tips and directions for using each, included with each of the first nine chapters.

Beginning and experienced teachers alike get a head start with lesson planning through the many teaching ideas in each chapter.

Teachers can easily find the material they need in relation to each of the major sub-skills of reading because the assessments and teaching ideas are all contained within the chapter that covers the sub-skill.

Teachers can easily identify specific reading difficulties and quickly locate strategies that address them through a handy Reading Diagnosis Chart matched to the development of reading ability that parallels chapter order.

It is easier to compare and highlight differences and similarities in various reading challenges through the book’s standard chapter format for each reading difficulty–definition, discussion of assessment, recommendations, and games and exercises to engage learners.

The new Tenth Edition of Locating and Correcting Reading Difficulties features a more convenient chapter organization that fits with most major reading programs, assessments pulled into the chapters covering the appropriate sub-skill, coverage of different levels of assessment (observation, quick, and in-depth), three or more new teaching ideas in each major sub-skill reading chapter, new checklists for keeping track of the sub-skill development of each student, an updated bibliography, and more.

No matter what reading program teachers are using, this resource fits in. The book’s reorganization of chapters one through nine, each representing a major sub-skill of reading, goes with most major reading programs currently in use.

Teachers see clearly which assessment fits with each reading sub-skill because the assessment(s) associated with the sub-skill is now located in the chapter that covers the sub-skill.

Teachers get information about when and how to assess a reader in the sub-skill covered in each chapter, giving them options to use different levels of assessment–Observation Assessment, Quick Assessment, and In-Depth Assessment– with different students.

Teachers get more choices for developing lessons when teaching major sub-skills to students. Three or more new teaching ideas are located in each of the major sub-skills of reading chapters.

Readers can independently determine how to pronounce words with the Developing Dictionary Skills chapter, located in Part Two of the book, “Decoding Skills.”

Keeping track of the sub-skill development of each student is made simpler through the addition of new checklists that also help merge the content of this textbook with programs using DIBBLES assessments and Response to Intervention programs.

Access to the latest children’s literature books is easier through the updated bibliography in Appendix A-2.