Product Description

Organized according to the Reading First categories of reading development and instruction as presented in the report of the National Reading Panel, this exciting and timely new text presents teaching strategies for children at-risk, including children of poverty, children for whom English is not their primary language, and children with learning and behavioral disabilities. These are the children No Child Left Behind challenges teachers to serve more effectively. The book is more than a list of teaching strategies that are scientifically-validated; the scientifically-validated practices included are integrated into a systematic teaching process that stresses the use of student outcome data within authentic classroom contexts to guide practice. The teaching strategies have been field tested with at-risk children in both rural and urban teaching settings. Most of the strategies have resulted from work the authors did in their recent four-year federally-funded model-demonstration grant in which they have implemented an extensive reading problem prevention model in grades K-3 in three inner-city schools.Thus, the teaching strategies in the book are ones that the authors implemented every day with at-risk children, not just findings from research articles. Features of this First Edition Include: *Content organized around the five components validated by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. *Readers learn how to use DIBELS and other curriculum-based assessment results for early identification of children at risk of reading failure and to monitor student progress. A unique feature is using DIBELS assessments to pinpoint student skill development as they acquire alphabetic principle. *Accompanying DVD shows teacher explicitly teaching letter sound recognition, regular word decoding, sight words, multisyllable word reading, passage reading, vocabulary, and comprehension.*Text explains how to use Differentiated Instruction to maximize learning for all students. *Specific strategies are detailed for implementing Response To Intervention (RTI) multi-tier instruction during the reading block. *Examines building vocabulary knowledge through direct and indirect teaching strategies.*Comprehension strategies identified by the National Reading Panel that help students derive meaning from text are emphasized. *Strategies for individualizing instruction for adolescents and children who are bilingual and/or ESL are included within each chapter. *Effective strategies for managing classroom behavior, including instruction groups are provided so that student behavior does not interfere with reading instruction.

Product Details

• Amazon Sales Rank: #229124 in Books
• Published on: 2006-11-24
• Original language: English
• Number of items: 1
• Binding: Paperback
• 352 pages

Features

• ISBN13: 9780205404049
• Condition: NEW
• Notes: Brand New from Publisher. No Remainder Mark.
• Click here to view our Condition Guide and Shipping Prices

Review

“While the first chapter captures the very essence of teaching reading, the rest of the text is an absolute gold mine of additional research based instructional strategies appropriate for the college student, the first year teacher, and the veteran reading teacher. I wish I had written it!”

-Pam Matlock, Murray State University

Recommended Reading from LETRS!

Bursuck, W. D., & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston: Pearson/Allyn & Bacon.

"This is a very useful textbook with several unique features. It thoroughly describes direct instruction procedures in all components of reading. It integrates illustrations and discussions of informal, curriculum-based assessments, including DIBELS, into explanations of all instructional components. It explains what special approaches, programs, and techniques are most appropriate for Tier II and Tier III students and includes charts comparing the characteristics of some often-used intervention approaches.

The authors are more focused on instructional design than on the structure of language, however. For example, they do not clearly differentiate phonemes from graphemes or explain the structural principles of orthography that are important in teaching reading, spelling, and word analysis for vocabulary acquisition. This book, however, offers a great deal of valuable, practical information and is strongly recommended as a textbook for a reading methods course."

-Toni Backstrom, LETRS Program Coordinator

READ THE REVIEW ONLINE HERE: http://www.sopriswest.com/newsletters/NewsLETRS_Apr07.htm

From the Back Cover

Reading Instruction for Students Who Are at Risk or Have Disabilities, 1/E

William D. Bursuck, University of North Carolina — Greensboro
Mary  Damer, Ohio State University

ISBN: 0205404049

“While the first chapter captures the very essence of teaching reading, the rest of the text is an absolute gold mine of additional research based instructional strategies appropriate for the college student, the first year teacher, and the veteran reading teacher. I wish I had written it!”

-Pam Matlock, Murray State University

This exciting new text presents strategies for teaching children who are at-risk, including children with learning and behavioral disabilities, children of poverty, and children who speak English as a second language.  More than just a list, the text integrates scientifically-validated practices into a systematic teaching process that uses data from students in authentic classrooms to guide practice. In fact, many of the strategies come from Bursuck and Damer’s own recent fieldwork done through a four-year federally-funded grant to implement an extensive reading problem prevention model in three K-3 inner-city schools. Reading Instruction for Students Who Are at Risk or Have Disabilities is organized according to the Reading First categories of reading development and instruction as they were presented by the National Reading Panel.

Unique features of the text include:

• Teaching strategies tied to the results of curriculum-based assessments. Teachers are shown the results for a range of different students, as well as how to translate those results into a teaching program.
• Strategies for individualizing instruction for children who are bilingual and/or ESL included within each chapter.
•  Strategies for teaching oral expressive and receptive language, including vocabulary, integrated into all sections of the text.
• An integrated approach to literacy, wherein content and instruction in spelling, handwriting, and written expression are integrated carefully into all the chapters in the text that stress reading outcomes.
• Stress on how to adapt existing curricular materials to meet the needs of children who are at-risk by including a materials adaptation section in each chapter. Actual examples of adaptations are shown.

About the Author
Mary Damer is an adjunct professor at the Ohio State University and an educational consultant and co-founder of Multi-Tier LLC, a consulting company that works with school districts to increase reading achievement through an intensive multi-tiered model based on preventing reading failure.  A former teacher, principal, and behavior consultant she is the co-author of Managing Unmanageable Students: Practical Solutions for Administrators.  For four years she was the field director for Project PRIDE, an OSEP funded multi-tier reading project in three high poverty urban schools.

William D. Bursuck has more than 35 years experience as a general and special education teacher in the public schools as well as a university teacher educator. Although he has written numerous research articles and is a successful grant writer, Dr. Bursuck takes particular pleasure in providing classroom and future teachers with practical, evidenced-based strategies to help students with special needs be more successful in school. He is currently professor in the Department of Specialized Education Services at the University of North Carolina at Greensboro.

Customer Reviews

An Essential Book for Reading Teachers (tutors too)
This is the best book I've ever seen to buy if you are a K-5 teacher (general ed or special ed) concerned with teaching children to read well and to enjoy reading. It is presented in a straightforward, very user-friendly format that lends itself to immediate application in the classroom. There are chapters on specific aspects of reading instruction -- familiar ones, like phonemic awareness, vocabulary and comprehension, but also ones on advanced word reading skills (sometimes a big hurdle for children in 4th and 5th grades) and fluency. There are no long-winded, turgid pages of text to plow through: every chapter is beautifully laid out, in a Q and A format (also included in the table of contents)). There are repeated sections in various chapters focusing on Differentiating Instruction, Reflective Practice, Using Technology, Research to Practice, Bridging the Gap, Effective Teacher at Work, Seizing the Teachable moment, etc. Each of these highlights an effective and PRACTICAL approach to the matter at hand.

The authors include numerous examples, teaching formats that illustrate how to introduce and structure a lesson, how to give students effective feedback and assess progress, and many more of the small details that go into effective teacher-student interaction. Illustrative examples and case studies, applications, examples of how to use a variety of strategies and resources, from Word Walls to advance organizers, even more effectively. There are links to valuable web-based resources and informative articles, and an excellent DVD enclosed with the book that briefly illustrates a number of different teacher-led activities.

For those who are not that tech-savvy, there's a very clear and easy-to-follow guide that shows you how to make graphs of student progress with Excel. It's quick and rewarding! Model lessons and many examples of strategies, resources and teaching techniques and how to use them make this a must-have book. It's nicely printed with varying typefaces and text boxes, easy to read, and lies flat if you are wanting to use it in class and refer back to it.

While it is an excellent book for newer teachers, it has plenty of useful and informative content for experienced ones, and references at the end of each chapter for those wanting to further their knowledge. The lucidity of the writing, and the clear layout and comprehensive, grounded-in-reality coverage of all the essential components of reading (including motivating readers and application to writing) are what make this book stand out head and shoulders above many others in the field.

I think I own nearly all the major books on teaching reading, and many of them are also excellent, but this is one that I feel every committed classroom practitioner should have. I keep coming back to it over and over.

Reading for Everyone
I've seen this program in action. The reading scores for the district went from dismal to above average, and ALL readers were on grade level...there was NO difference between the races, new-to-English learners, or sexes.

In other words, NCLB happened. You owe it to yourself to get this book and implement it in EVERY school in EVERY instance.

teacher
Great ideas for the classroom no mater how long one has been teaching. I'm loving this book.


Thanks!!