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Teaching Struggling and At-Risk Readers

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Table of Contents

Part 1: Foundations

Chapter 1: Overview of Struggling Readers and At-risk students

Chapter 2: Instructional Materials: Essential Features of Effective Reading Programs

Chapter 3: Explicit and Systematic Instructional Design

Chapter 4: Explicit and Systematic Lesson Presentation Techniques

Part 2: Instruction

Chapter 5: Phonemic and Phonological Awareness

Chapter 6: Overview of Phonics Instruction

Chapter 7: Letter-Sound Correspondence - Beginning Stage

Chapter 8: Letter-Sound Correspondence - Primary Stage

Chapter 9: Word Reading- Beginning Stage

Chapter 10: Phonics and Word Attack During Primary Stage

Chapter 11: Overview of Fluency

Chapter 12: Passage Reading During the Beginning Reading Stage

Chapter 13: Story Reading and Fluency Development— Primary Stage

Chapter 14: Overview of Vocabulary Instruction

Chapter 15: Vocabulary Instruction During the Beginning Stage

Chapter 16: Vocabulary Instruction During Primary Stage

Chapter 17: Overview of Reading Comprehension Instruction

Chapter 18: Beginning Comprehension Instruction

Chapter 19: Comprehension Instruction for Primary Level

PART 3: Organizing the Classroom and School for Reading Instruction

Chapter 20: Overview

Chapter 21: Classroom Instruction in Kindergarten

Chapter 22: Classroom Instruction in First Grade

Chapter 23: Classroom Instruction in Second and Third Grade

Appendix A: Word Lists

Appendix B: Oral Language Screening Test and Record Form

Appendix C: Beginning Phonics Assessment

Appendix D: Primary Phonics Assessment



Promotional Information

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach is designed to provide specific information to assist educators in being effective teachers of reading with all of their students.

This three-part book provides information on incorporating instructional design and delivery principles into daily instruction for students at the beginning and primary stages of reading.  It discusses:

  • Structuring initial teaching procedures so teaching presentations are clear and foster a high degree of interaction between teachers and students.
  • Using language and demonstration techniques that can be understood by all students.
  • Sequencing the instruction of reading content to ensure essential skills and knowledge are taught in an aligned and coherent manner.
  • Using techniques that provide adequate practice and review for students in developing high levels of fluency and accuracy.

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