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Essentials of assessing, preventing, and overcoming reading difficulties
\"Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track\"-- Provided by publisher.
Book
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. * Bridge the gap between research and practice * Accurately assess the reason(s) why a student struggles in reading * Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
eBook
Reading development and difficulties : bridging the gap between research and practice
\"This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions\"--back cover.
Book
Phonological Segmentation Assessment Is Not Enough
Despite extensive research on phonological awareness and reading, there has been little effort to study practical questions that would assist practitioners regarding the choice and interpretation of the phonological awareness tests available to them. This study examined the relationship between decoding (real and pseudowords) and three phonological awareness tests (segmentation, blending, and manipulation) taken from the Comprehensive Test of Phonological Processing (CTOPP) with an unselected population of first grade (n = 67) and second grade (n = 49) students. Segmentation displayed the weakest correlation with reading and accounted for no statistical variance in reading beyond what was found in the blending test. It also failed to account for a substantial amount of variance in reading that is captured by the manipulation test. Despite its popularity in educational contexts, phonological segmentation may be less useful than phonological manipulation or blending in assessing the phonological substrates of reading at these grade levels.
Journal Article
How the Phonology of Speech Is Foundational for Instant Word Recognition
Contrary to our intuitions, phonemic skills are foundational for fluent, word-level reading in alphabetic writing systems. They not only assist in sounding out new words, but they are central to remembering words. The more efficiently we remember words, coupled with wide reading experience, the more quickly we build our pool of known words. And the larger that pool of known words, the more easily we move through text quickly and accurately. We thus see there is a relationship, a couple of steps removed, between phonemic skills and reading fluency.
Journal Article
Genetics, the Environment, and Poor Instruction as Contributors to Word-Level Reading Difficulties: Does It Matter for Early Identification and Instruction?
The focus of this article is on word-level reading difficulties, a phenomenon researchers call dyslexia. Researchers do not make a distinction between dyslexia and \"other\" types of word-level reading difficulties. Rather, they operationally define dyslexia as word-level reading difficulty despite adequate student effort and learning opportunity (and not attributable to blindness, deafness, or a severe intellectual impairment). There is ample research showing that genetics is implicated in the reading difficulties of a large portion of students, and environmental factors and hearing impairments can also affect reading development.
Journal Article
Not All Phonological Awareness Tests Are Created Equal: Considering the Practical Validity of Phonological Manipulation versus Segmentation
Based upon extensive evidence, researchers have almost universally accepted that phonological awareness (also called phonological sensitivity) is strongly associated with the development of word-level reading skills, with rare voices that either deny or downplay its significance. Phonological awareness is a construct that includes the ability to notice that spoken words can be divided into smaller units such as syllables, onsets, rimes, and phonemes. Students who develop phonological awareness are able to quickly and easily map printed words to permanent memory. Students who do not develop phonological awareness typically struggle in reading. This article addresses a practical question that is rarely addressed in the research literature. Simply put: What is the most useful way for school psychologists or teachers to assess a student's phonological awareness skills? There are different types of tasks that have been used to measure phonological awareness, and it is important to determine which of them is most well-suited for school-based screening and/or assessment.
Journal Article
A Practical Framework for Understanding and Assessing Reading Skills
The simple view of reading is a practical framework researchers use either explicitly or implicitly to organize the most useful findings from a vast amount of reading research. The simple view of reading can be understood on multiple levels. This chapter covers its most basic level. It describes the expansions Gough and colleagues made to this basic level, along with additional elements that have emerged from the research since the simple view was originally presented. Gough and Tunmer organized three different types of reading difficulties under the simple view of reading framework. These three types have withstood the test of time in terms of research validation. They are dyslexia, hyperlexia, and mixed subtype. The chapter presents the components of word‐level reading and language comprehension. Gough and colleagues subdivided word‐level reading and language comprehension into various subskills. Word reading is based upon two components: cipher knowledge and word‐specific knowledge.
Book Chapter
Effective Approaches for Preventing Reading Difficulties
This chapter presents the most effective, empirically validated approaches for preventing and correcting reading difficulties. “The components of effective reading instruction are the same whether the focus is prevention or intervention”. Both require an understanding of the prerequisite skills needed for a child to become a good reader. Jerome Rosner, an optometry professor from the University of Pittsburgh, appears to be one of the first researchers to examine the impact of phonological awareness training on reading. Teaching the code of written English in a systematic and explicit manner has been empirically shown to have superior results compared to methods that do not explicitly and systematically teach the code. The classic whole‐word approach puts little emphasis on explicitly teaching letter‐sound relationships, instead focusing on the whole word as a unit. Two catchwords often used to describe research‐based phonics instruction are explicit and systematic.
Book Chapter
Assessing Phonics Skills
Cipher skills are a prerequisite for reading any alphabet‐based written language. They are essential for both phonic decoding and for developing word‐specific knowledge. Orthographic knowledge functions on two levels. First, children learn what are permissible or impermissible strings of letters in English. This is referred to as orthotactic awareness or graphotactic awareness. Second, orthographic knowledge refers to the accumulation of familiar sequences, whether whole words or word parts. Two common experimental tasks that are used to test orthographic skills are the wordlikeness task and the homophone or pseudohomophone task. Most of the commercially available normed tests of phonics skills use nonsense word tasks, which do not presume any particular type or level of phonics instruction. Nonsense word reading is not an adequate substitute for phonological awareness assessment, even though nonsense word reading is often considered to be one of the phonological processing skills.
Book Chapter