Instructing Students Who Have Literacy Problems, Enhanced Pearson eText -- Access Card

This popular reading diagnosis text helps teachers to instruct students with reading difficulties of all types at every level of severity.
Long valued for its coverage of both assessment and instructional strategies, this widely popular reading diagnosis text presents a balanced view of literacy instruction, thoroughly examining interventions for students having difficulties with word study and reading comprehension. Instructing Students Who Have Literacy Problems, 7th Edition includes chapters on both formal and informal assessment with instructional interventions, enabling instructors to use this versatile text for one inclusive course or for two separate courses on diagnosis and instruction. Student case studies, as well as vignettes of teachers in action, illustrate real-world applications based on extensive research and the theoretical foundations of reading intervention.

McCormick and Zutell introduce practical strategies for both elementary and secondary students, including English language learners and students from a variety of cultural backgrounds. This valuable assessment, diagnosis, and remediation text will guide teachers to help students with literacy difficulties of all types become successful, capable readers.

The major topics covered include:

• Foundations of remediation and clinical reading instruction
• Assessment, both formal and informal
• Instructional interventions
• Reading instruction for special populations

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Sandra McCormick is a Professor Emerita and former Director of the Reading Clinic at the Ohio State University.  She is an author of six previous editions of this popular text, the graduate-level textbook, Remedial and Clinical Reading Instruction (Merrill), and numerous articles on delayed readers published in Reading Research Quarterly, The Reading Teacher, Journal of Learning Disabilities, Language Arts, and other journals.  Dr. McCormick has served on the Board of Directors of the International Reading Association and was coeditor, with Jerry Zutell, of the National Reading Conference Yearbook.

Jerry Zutell is a Professor Emeritus and former Director of the Reading Clinic at the Ohio State University.  He is a noted researcher and writer about oral reading fluency, spelling development, and related instructional practices.  He is the developer of the Directed Thinking Spelling Activity (DSTA), an innovative student-active cycle of word study instruction, and the Theme-Context-Roots-Reference-Review (TC3R) model of vocabulary instruction.  Dr. Zutell is a senior author of Spell It –Write! (Zaner-Bloser, 1998), coauthor of Essential Strategies for Word Study (Scholastic, 2010), and author of the vocabulary series, Word Wisdom (Zaner-Bloser, 2005, 2013). Dr. Zutell was coeditor, with Sandra McCormick, of the National Reading Conference Yearbook.

Chapter 1: Foundations of Remedial and Clinical Reading Instruction

Chapter 2: Causes and Correlates of Individual Differences in Reading Ability

Chapter 3: Assessment for Identification of Reading Problems

Chapter 4: Assessment for Verifying General Reading Levels

Chapter 5: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 1

Chapter 6: Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part 2

Chapter 7: Important Principles of Instruction for Delayed Readers

Chapter 8: Word Recognition and Fluency

Chapter 9: Word Identification

Chapter 10: Knowledge of Word Meanings

Chapter 11: Comprehension of Narrative Text

Chapter 12: Comprehension of Informational Text

Chapter 13: The Severely Delayed Reader and the Nonreader

Chapter 14: English Language Learners and Other Learners with Special Needs

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