1st Edition

Help for Struggling Readers
Strategies for Grades 3-8

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ISBN 9781572307605
Published June 20, 2002 by Guilford Press
200 Pages

USD $34.00

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Book Description

This practical book presents an array of research-based instructional strategies for use with struggling readers in the upper-elementary and middle grades. It is filled with proven ideas for engaging students and developing the key components of successful reading: vocabulary, comprehension, word recognition, and fluency. Each chapter reviews techniques for working on specific skills, provides needed materials and teacher-friendly instructional tips, and lists suggestions for further reading. The book's utility is enhanced by its convenient 8½ x 11 format and numerous reproducible charts, graphic organizer templates, and activities.

Table of Contents

Understanding Struggling Readers
A Stage Perspective
Three Struggling Readers
Assessment and Instruction
Design of This Volume

Section 1. Decoding Strategies
Guiding Principles of Teaching Decoding
Phonics in the Upper Grades
Tape-Recorded Text
Electronic Books

Section 2. Fluency Strategies
Guiding Principles of Teaching Fluency
Effective Fluency Methods
Classwide Peer Tutoring
Self-Selected Reading

Section 3. Vocabulary Strategies
Guiding Principles of Teaching Vocabulary
Feature Analysis
Graphic Organizers Semantic Maps
Vocabulary Venns
Semantic Scales
Concept Sorts
Vocabulary Clusters
Silly Questions
Possible Sentences

Section 4. Comprehension Lesson Formats
Guiding Principles of Teaching Reading Comprehension
Directed Reading Activity
Directed Reading\n-Thinking Activity

Section 5. Questioning Strategies
Levels of Questions
Question\n-Answer Relationships
Between the Lines (Inferential Reproducibles)
Question Clusters
Reciprocal Questioning
Questioning the Author

Section 6. Other Comprehension Strategies
Specific Skill Approaches
Teaching with Analogies
Charting New Territory
Guiding Notes
Reading Guides
Anticipation Guides
Reciprocal Teaching
Guided Reading in Textual Settings
Summary Writing
Cloze Venns
20 More Ideas for Inferential Comprehension

Section 7. Suggested Professional Resources

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Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books, including Assessment for Reading Instruction, Third Edition; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K-3; and Organizing the Early Literacy Classroom; as well as over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK-2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.