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Table of Contents
Chapter 1 An Introduction to Systematic, Explicit Reading Instruction
Key terms
Objectives
Who Are The Students At-risk For Having Reading Problems?
What Is The Best Time To Begin Reading Instruction For Children Who Are At-risk?
How Can I Identify Which Students Are Likely To Struggle When learning To Read?
How Can I Set Goals For Them And Monitor Their Progress?
What Essential Skills Do Students need To Become Mature Readers?
What Does The Research Say About The Most Effective Way To Teach Essential Reading Skills To Children Who Are At-Risk?What Letter Sounds Do Teachers Need To Know To Teach Phonemic Awareness And Phonics Skills To Students Who Are At-Risk?
Chapter 2 Phonemic Awareness
Key Terms
Objectives
What Skills Do I Need To Teach?
How Can I Efficiently Assess And Monitor The progress In Phonemic Awareness Skills?
How Do I Teach Students To Segment And Blend?
What Can I Do For Students Who Still Are Not learning To Segment And Blend Even With Enhancements Added To The Classroom Reading program?
What Can I Do For Students Who Still Are Not learning To Segment And Blend, Even Though They Receive Daily Tier 2 Booster sessions?
How Can I Teach Phonemic Awareness To English Language Learners?
How Important Is Phonemic Awareness For The Older learner?
How Can I Use games To Reinforce the Phonemic Awareness Skills That Students Have Learned/
What Activities Help Students Apply Their New Skills In Phonemic Awareness?
Chapter 3: Alphabetic Principle
Key Terms
Objectives
What Skills Do I Need To Teach?
How Can I Efficiently Assess And Monitor The Progress Of My Students In Attaining the Alphabetic Principle?
How Do I Teach Students So That They Attain The Alphabetic Principle?
Putting The Pieces Together: What Does A Tier 1 Classroom Look Like?
What Can I Do For Students Who Still Aren’t learning To identify Letter Sounds Or Read Regular Words And Longer Decodable Passages Even With Enhancements Added To The Classroom Reading Program?
What Can I Do For Students Who Struggle To Acquire The Alphabetic Principle, Even Though They receive Daily Tier 2 Booster Sessions?
How Can I Teach Alphabetic Principle To English Language Learners?
How Important Is Alphabetic Principle For The Older Learner?
How Can I Use Games And Activities To Reinforce The Decoding Skills That Students Have learned?
What Activities Help Students Apply Their Newly-Acquired Alphabetic Principle?
Chapter 4: Advanced Word Reading
Key Terms
Objectives
Why Is it Necessary To Teach Advanced Word Reading Skills When Students Have Already Attained The Alphabetic Principle?
What Are The Advanced Word Reading Skills I Need To Teach?
How Can I Assess Student Advanced Word Reading Skills?
How Can I Teach Students To Decode Advanced Words And Words Having Multiple Syllables?
How Can I Teach Advanced Word Reading Skills To English Language Learners?
How Important Are Advanced Word Reading Skills For The Older Learner?
How Can I Use Games And Activities To Reinforce The Advanced Word Reading Skills That Students Have Learned?
Chapter 5: Reading Fluency
Key Terms
Objectives
What Is Reading Fluency and Why Do I Need To Teach It?
How Can I Assess Reading Fluency?
How And Why Do I Chart Progress On The DORF?
How Do I Measure The Growth Of Students Who Are Significantly Behind Their Peers?
How Can I Measure How Well Students Read With Expression?
How Can I Diagnose Student Error Patterns Using the DORF And Prosody Measures?
How Can I Teach My Students To Be More Fluent Readers?
How Do I Place My Students In The Right Reader?
How Can I Increase My Students’ Oral Reading Fluency And Develop More Expression?
How Important Is Fluency For The Older Learner?
Putting the Pieces Together: What Does a Tier 1 Classroom Look Like?
What Can I Do For Students Who Struggle To Acquire Advanced, Fluent Reading Skills Even Though They Receive Daily Tier 2 Booster Sessions?
What Can I Do For Students Who Struggle To Acquire Advanced, Fluenct Reading Skills Even Though They Receive Daily Tier 2 Booster Sessions?
How Can I help develop The Expressive Reading Skills of My English Language Learners?
How Can I Use Games and Activities To Reinforce The Fluency Skills That Students Have Learned?
Chapter 6: Vocabulary Instruction
Key Terms
Objectives
What Vocabulary Words Do I Choose For Instruction?
How Do I Assess The Vocabulary Knowledge Of My Students?
What Methods Do I Use To Teach Key Vocabulary Words?
How can I teach my students to answer vocabulary questions on high-stakes tests?
How Can I Provide Extra Vocabulary Practice For My Students?
How Do I Teach the Language Of Learning?
How Important Is Vocabulary For The Older Learner?
How Can I Teach Vocabulary To English Language Learners?
How Can I Use Games And Activities To Reinforce the Vocabulary And Language Skills That Students Have Learned?
Chapter 7: Comprehension
Key Terms
Objectives
What is Reading Comprehension And Why Do I Need To Teach It?
What Underlying Skills Do Students Need To Comprehend Text?
What Are The Seven Essential, Scientifically-Based Reading Comprehension Strategies That The National Reading Panel Identified As Effective Based On Research?
How Can I Assess And Monitor The Progress Of My Students In Reading Comprehension?
How Do I Motivate Students To Read Widely?
What Can I Do For Students Who Struggle Acquiring Comprehension Skills And Need a More Systematic, Explicit Approach?
How Do I Prepare My Students To Pass High Stakes tests In Reading?
How Do I Teach Comprehension To Older learners?
How Can I Teach Comprehension To English Language Learners?
How Can I Use Games And Activities To reinforce Reading Comprehension Skills That Students Have Learned?
***THIS IS NOT THE ACTUAL BOOK. YOU ARE BUYING the Test Bank in e-version of the following book***
Reading Instruction for Students Who Are at Risk or Have Disabilities PDF Manual Solutions , PDF Reading Instruction for Students Who Are at Risk or Have Disabilities , Fast Download Reading Instruction for Students Who Are at Risk or Have Disabilities , William D. Bursuck, The University of North Carolina at Greensboro Mary Damer, Ohio State University,Category : Higher Education
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