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Teaching Children Who Find Reading Difficult, 4th edition

Published by Pearson (March 17, 2009) © 2010

  • Timothy Rasinski Kent State University, Emeritus
  • Nancy D. Padak
  • Gay Fawcett
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  • Organized Framework - Chapters include guiding principles for the chapter topic, research that supports the principles, stories of actual teachers and students as they implement the principles, and practical strategies to implement the principles.
  • Real Classrooms - Each chapter includes stories about actual teachers and students with whom the authors have worked. The stories provide illustrations of what the chapter’s recommendations look like in real classrooms.
  • Focus on combining individual strategies into whole instructional packages - Covering what's necessary for creating consistent and complete instructional routines that are predictable and effective.
  • Thoughtful, theory-based coverage of the “whole” of reading instruction - Helps future teachers answer such questions as - How should instruction for challenged readers differ from other instruction? What can research teach about these readers? How can teachers and parents work together to help struggling readers?
  • Numerous helpful appendices - Including several lists of children's books, both classic and contemporary, that are especially effective with struggling readers.
  • Focus on scientifically-based research– Ensures prospective teachers the benefit of the most recent research–familiarizes them with the research base that informs all of the text's discussions, strategies, and activities. Adding these references to the earlier citations gives teachers assurance that the authors recommendations will lead to research-based instruction
  • Contains an overview of current IDEA’s Responsiveness to Intervention model and gives practical strategies that can be used in the RTI model to help struggling readers.
  • Includes more suggestions for teaching students for whom English is a second language.
  • Updated ideas for using technology with struggling readers.
  • Discussion questions have been added to each chapter to encourage groups of teachers to share successes and solve problems together in order to help struggling readers.

Table of Contents for Teaching Children Who Find Reading Difficult

 

Chapter 1-Setting the Stage for Helping Struggling Readers

Chapter 2-Determining Instructional Needs: Assessing Readers in Action

Chapter 3- Creating an Instructional Framework

Chapter 4- Developing Positive Attitudes About Reading

Chapter 5- Preventing Reading Problems Through Early Literacy Experiences

Chapter 6- Overcoming Difficulties in Word Recognition

Chapter 7- Developing Fluent Reading in Struggling Readers

Chapter 8- Building Deep and Wide Vocabularies in Struggling Readers

Chapter 9- Developing Comprehension with Narrative Text

Chapter 10- Developing Comprehension with Informational Text

Chapter 11- Writing Development

Chapter 12-Putting It All Together: Developing Instructional Systems and Routines That Work for Students who Struggle in Reading

Chapter 13- Involving Parents in Children’s Reading

Dr. Timothy Rasinski is a professor of education in the department of teaching, leadership, and curriculum studies at Kent State University, as well as an editor for the Journal of Literacy Research. His books include From Phonics to Fluency and the Evidence Based Instruction in Reading series.

Nancy Padak, a past College Reading Association President, is a Distinguished Professor of Education at Kent State University, where she directs the Reading and Writing Center and teaches graduate courses in literacy education. She has worked in both middle and high schools and is the co-author of From Phonics to Fluency and the Evidence Based Instruction in Reading series.

Gay Fawcett has been in education for 35 years as a teacher, principal, language arts consultant, and curriculum director.  She also directed Kent State University’s Research Center for Educational Technology.  She is currently an independent consultant.  She has authored and/or co-authored more than 80 articles, books, and book chapters for educational publications including the Kappan, Educational Leadership, Language Arts, The Reading Teacher, and others.  She also served with Rasinski and Padak as an associate editor of The Reading Teacher.

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