Teaching Struggling and At-Risk Readers: A Direct Instruction Approach

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach is designed to provide specific information to assist educators in being effective teachers of reading with all their students.  The authors' main purpose is to empower teachers by providing them with specific suggestions for problems they likely will encounter in today's classrooms.  Organized into three parts, the text offers valuable information on incorporating instructional design and delivery principles into daily instruction for students at the beginning and primary stages of reading.  This fresh, new text will better prepare future teachers to make the necessary modifications and adjustments to ensure a successful learning experience for all students, particularly the struggling reader and at-risk learner.

Part 1: Foundations

Chapter 1: Overview of Struggling Readers and At-risk students

Chapter 2: Instructional Materials: Essential Features of Effective Reading Programs

Chapter 3: Explicit and Systematic Instructional Design

Chapter 4: Explicit and Systematic Lesson Presentation Techniques

Part 2: Instruction

Chapter 5: Phonemic and Phonological Awareness

Chapter 6: Overview of Phonics Instruction

Chapter 7: Letter-Sound Correspondence - Beginning Stage

Chapter 8: Letter-Sound Correspondence - Primary Stage

Chapter 9: Word Reading- Beginning Stage

Chapter 10: Phonics and Word Attack During Primary Stage

Chapter 11: Overview of Fluency 

Chapter 12: Passage Reading During the Beginning Reading Stage

Chapter 13: Story Reading and Fluency Development— Primary Stage

Chapter 14: Overview of Vocabulary Instruction

Chapter 15: Vocabulary Instruction During the Beginning Stage

Chapter 16: Vocabulary Instruction During Primary Stage

Chapter 17:  Overview of Reading Comprehension Instruction

Chapter 18: Beginning Comprehension Instruction

Chapter 19: Comprehension Instruction for Primary Level

PART 3: Organizing the Classroom and School for Reading Instruction

Chapter 20: Overview

Chapter 21: Classroom Instruction in Kindergarten

Chapter 22: Classroom Instruction in First Grade

Chapter 23: Classroom Instruction in Second and Third Grade

Appendix A: Word Lists

Appendix B: Oral Language Screening Test and Record Form

Appendix C: Beginning Phonics Assessment

Appendix D: Primary Phonics Assessment

References

Index

• Structuring initial instructional procedures - Ensures classroom presentations are clear and foster a high degree of interaction between teachers and students.
• Using language and demonstration techniques - So that material can be understood by all students.
• Sequencing the instruction of reading content - To ensure essential skills and knowledge are taught in an aligned and coherent manner.
• Using teacher presentation techniques that provide adequate practice and review - Helps students in developing high levels of fluency and accuracy.
• Three-part organization - 1.) a general overview of the elements that contribute towards a reading program being effective with at-rish students with separate chapters on instructional design principles and instructional delivery principles; 2.) information on the teaching of specific skills, and divided into five sections: phonemic awareness, phonics, fluency, vocabulary and comprehension.  Each chapter deals with the beginning stage of instruction (the first several months) and primary stage (mid first through third grade);  3.) gives suggestions for organizing the school and classroom for reading instruction.  Separate chapters here are written for kindergarten, first grade, and second and third grade.  Every chapter that informs a grade level also discusses the use of assessment appropriate for that level, and how to establish programs for children at and below their current grade level.