1st Edition
Help for Struggling Readers Strategies for Grades 3-8
By Michael C. McKenna
Copyright 2002
200 Pages
by
Guilford Press
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.
Introduction
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
List\n-Group\n-Label
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
K-W-L
Listen\n-Read\n-Discuss
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
Walk-Throughs
Think-Alouds
Imaging
Teaching with Analogies
Charting New Territory
Guiding Notes
Reading Guides
Anticipation Guides
Reciprocal Teaching
Guided Reading in Textual Settings
Summary Writing
Cloze Venns
Riddles
Puzzlers
20 More Ideas for Inferential Comprehension
Section 7. Suggested Professional Resources
Index
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
List\n-Group\n-Label
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
K-W-L
Listen\n-Read\n-Discuss
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
Walk-Throughs
Think-Alouds
Imaging
Teaching with Analogies
Charting New Territory
Guiding Notes
Reading Guides
Anticipation Guides
Reciprocal Teaching
Guided Reading in Textual Settings
Summary Writing
Cloze Venns
Riddles
Puzzlers
20 More Ideas for Inferential Comprehension
Section 7. Suggested Professional Resources
Index
Biography
Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the School of Education and Human Development at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books and 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.
