"Remediating Reading Difficulties" provides practical, easy-to-implement activities and strategies designed to correct diagnosed reading difficulties. Most chapters describe a specific reading problem or skill, explain possible causes of the problem, and provide an extensive and wide-ranging variety of ideas and instructional strategies to remediate and prevent the reading problem. "Remediating Reading Difficulties" is also an excellent handbook of ideas for teachers in the regular classroom who wish to teach and reinforce specific reading skills and for teachers who work with students who speak other languages. Brief, clear, student-friendly, and comprehensive, "Remediating Reading Difficulties" is a simple, easy-to-use quick-reference tool that both pre- and in-service teachers will want to keep ready at arm's length to motivate, communicate with, assess, and promote good reading practices in all readers.
Table of Contents
UNIT I: EMERGENT/BEGINNING LITERACY SKILLS 1: Concepts of Print 2: Letter Identification 3: Phonemic Awareness UNIT II: WORD ANALYSIS SKILLS 4: Sight Word Recognition 5: Picture Clues 6: Phonic Analysis 7: Syllabic Analysis UNIT III: VOCABULARY 8: Graphic Organizers 9: Morphology 10: Context 11: Word Relationships 12: Extending an Interest in Vocabulary UNIT IV: FLUENCY 13: Major Fluency Strategies 14: Fluency Miscues 15: Faulty Habits 16: Teaching Structures 17: Organizational Structures 18: Elaborative Structures 19: Questioning Structures UNIT VI: STUDY SKILLS 20: Adjusting Reading Rate 21: Memory Aids 22: Listening UNIT VII: AFFECTIVE AREAS 23: Improving Self-Concept 24: Developing Interests 25: Suggestions for Parents UNIT VIII: SPECIALIZED APPROACHES 26: Kinesthetic Method 27: Neurological Impress Method 28: Reading Recovery Method 29: Language Experience UNIT IX: SPEAKERS OF OTHER LANGUAGES 30: Characteristics of ESL Students 31: Teaching ESL Students
Author Biography
Sharon J. Crawley is currently a professor at Florida Atlantic University teaching diagnosis, content reading, and reading in elementary school. She received her Ed.D. from the University of Houston. She is also the author of Strategies for Guiding Content Reading (Allyn & Bacon) and Jamestown Heritage Readers (Jamestown Publications). King Merritt was formerly an Associate Professor and Director of the Reading Center at the University of Texas at El Paso where he taught courses in the Diagnostic Teaching of Reading. He received his E.D. from the University of Southern Mississippi. Other books published include The Reading Skills Inventory (Parker, 1980). Strategies for Improving Reading in Social Studies (Kendall-Hunt, 1979) and Historical Perspectives of Charles Merritt: 1652-1718 (Gateway, 1987).
