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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
References
Index
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:
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