Locating and Correcting Reading Difficulties

How to Use This Book

Introduction

Introduction

Part One: Emergent Literacy Skills

1. Developing Phonemic Awareness

2. Developing Alphabet Knowledge

Part Two: Decoding Skills

3. Developing Sight Vocabulary

4. Developing Phonics Knowledge

5. Developing Structural Analysis

6. Developing Ability to Use Context Clues

7. Developing Dictionary Skills

Part Three: Comprehension Skills

8. Developing Vocabulary Knowledge

9. Improving Comprehension

Part Four: Fluency And Specific Oral Reading Difficulties

10. Developing Reading Fluency

11. Improving Poor Pronunciation

12. Decreasing Omissions

13. Decreasing Repetitions

14. Decreasing Inversions or Reversals

15. Decreasing Insertions

16. Decreasing Substitutions

17. Decreasing Guessing at Words

18. Decreasing Word-by-Word Reading

19. Limiting Incorrect Phrasing

20. Decreasing Voicing, Lip Movements, Finger Pointing, and Head Movements

Part Five: Study Skills And Other Abilities

21. Developing Reading Speed

22. Developing the Ability to Adjust Reading Rate

23. Reading at an Appropriate Rate for Comprehending

24. Developing Skimming and Scanning Ability

25. Developing the Ability to Locate Information

26. Developing Spelling Skill

Appendices for Locating And Correcting Reading Difficulties

A-1 Code for Marking in Oral Diagnosis

A-2 Books for Emergent Readers

A-3 Basic Sight Word Sentences

A-4 A Phonics Primer

A-5 Phonogram Lists

A-6 Words for Teaching Short and Long Vowels

A-7 Words, Sentences, and Stories for Teaching Structural Analysis

A-8 Prepositional Phrases

A-9 Prefixes and Suffixes

A-10 Using the Cloze Procedure

A-11 Repeated Readings Chart

A-12 Precision Reading Form and Charts

A-13 Charts for Graphing Words per Minute and Comprehension

A-14 Suggestions for Interviewing Parents of Low Achieving Readers

A-15 The Language Experience Approach

Glossary

Index

Users of this text will be able todefine each of the sub-skills, know how to observe the development of the skill, do quick assessments of the skill where appropriate, and do in-depth assessments when needed.

Teachers can turn to a myriad of diagnostic tests and instruments, with tips and directions for using each, included with each of the first nine chapters.

Beginning and experienced teachers alike get a head start with lesson planning through the many teaching ideas in each chapter.

Teachers can easily find the material they need in relation to each of the major sub-skills of reading because the assessments and teaching ideas are all contained within the chapter that covers the sub-skill.

Teachers can easily identify specific reading difficulties and quickly locate strategies that address them through a handy Reading Diagnosis Chart matched to the development of reading ability that parallels chapter order.

It is easier to compare and highlight differences and similarities in various reading challenges through the book’s standard chapter format for each reading difficulty–definition, discussion of assessment, recommendations, and games and exercises to engage learners.

Ward A. Cockrum has been involved in literacy education for more than 30 years. His teaching experience includes his positions as a reading specialist in a K–4 school, a middle school reading/science teacher, a fifth-grade teacher and a Pre-first-grade teacher. Currently a professor at Northern Arizona University, he directs the Reading Specialist Endorsement Program and teaches a variety of reading education courses at the undergraduate and graduate levels. Cockrum is the co-author, with James Shanker, of the fifth edition of the Ekwall/Shanker Reading Inventory.

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