Assessment and instruction of reading and writing difficulties : an interactive approach

Focusing on reading and writing ability/disability from an interactive perspective, this text emphasizes the importance of understanding and addressing learner's difficulties in relation to the instructional context.

Extensive, in-depth treatment of current research and best practices make this text a 'must-have' addition to any current or future teacher's library. Section I (Chs. 1-3) provides readers with a strong, comprehensive knowledge of reading/writing research and an introduction to an assessment-instruction process that is described in-depth in the second, third, and fourth sections of the text. Section two considers the foundations of literacy with a strong emphasis on language development along with detailed information on evaluating the instructional context. Section three focuses on procedures for evaluating the learner, including both classroom-based and standardized assessments. Section four stands alone as an important chapter examining the relationship between the instructional context and learner's strengths and weaknesses by means of diagnostic teaching. Section five is devoted to instructional practices designed to improve reading and writing instruction for struggling students. Chapters on word recognition, vocabulary, comprehension-composition, and "high-utility strategies" address the major components of literacy development. In the final section (Ch. 16), issues related to professional standards and written reports are addressed.

Section One Theory into Practice	p. 1
1Perspectives on Reading and Writing Ability	p. 3
Understanding Reading and Writing	p. 4
Historical Perspectives on Reading and Writing	p. 4
Cognitive Information-Processing Perspectives on Reading and Writing	p. 5
Social Perspectives on Reading and Writing	p. 7
An Interactive Perspective on Reading and Writing	p. 9
Understanding the Legal and Political Aspects of Reading and Writing	p. 11
Educational Reform, Reading, and Literacy	p. 11
Legal and Social Roots of Special Education	p. 13
Special Education Identification	p. 15
Students with Disabilities	p. 16
Implications for Practice	p. 18
Integration Inclusion	p. 20
Chapter Summary	p. 21
2An Interactive View of Reading and Writing	p. 23
Understanding the Elements of Skilled Performance	p. 23
Comprehension	p. 25
Composition	p. 26
Vocabulary Development	p. 27
Word Identification and Spelling	p. 28
Rate and Fluency	p. 33
Grammar, Usage, and the Mechanics of Writing	p. 34
Understanding Contextual Factors That Influence Performance	p. 36
Settings	p. 36
Instructional Practices	p. 37
Instructional Resources	p. 39
Assessment Practice	p. 41
Understanding Learner Factors That Influence Performance	p. 42
Prior Content Knowledge	p. 42
Knowledge about Reading and Writing	p. 44
Attitudes and Motivation	p. 47
Correlates of Reading and Writing Performance	p. 49
Chapter Summary	p. 54
3Readingand Writing Disability and the Assessment-Instruction Process	p. 56
Steps in the Assessment-Instruction Process	p. 56
Understanding an Interactive View of Reading and Writing Ability and Disability	p. 56
A Theoretically Sound View of Ability and Disability	p. 57
An Instructionally Significant View of Ability and Disability	p. 58
Understanding the Assessment-Instruction Process	p. 59
Implementing the Assessment-Instruction Process	p. 60
Steps in the Assessment-Instruction Process	p. 63
Chapter Summary	p. 75
Section Two Getting Started and Evaluating the Context	p. 77
4Getting Started with Assessment	p. 79
Understanding Assessment	p. 79
Contexts for Assessment	p. 79
Guidelines for Assessment	p. 81
The Diagnostic Portfolio and the Thumbnail Sketch	p. 84
Sources of Information	p. 86
Tools and Strategies for Getting Started	p. 91
Interviews	p. 91
Observation	p. 105
Work Samples	p. 112
Getting Started on the Diagnostic Portfolio	p. 113
The Cases of Tha'm and Kyle	p. 113
Chapter Summary	p. 120

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