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10 Essential Instructional Elements for Students With Reading Difficulties: A Brain-Friendly Approach

by Andrew P Johnson Corwin Press
Pub Date:
Pbk 256 pages
AU$62.00 NZ$64.35
Product Status: Not Our Publication - we no longer distribute
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Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print.

Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:

- Information on the often-overlooked importance of emotions in the process of overcoming reading struggles
- Strategies to promote voluntary reading, even for the most reluctant students
- Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos
- Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers.

IntroductionSection I: Understanding the Reading Process1. Creating Meaning With Print - The Neurocognitive Model Understanding Reading Reading: A Neurological Perspective The Neurocognitive Process The Last Word2. Eye Movement and Neural Pathways Eye Movement During Reading Understanding our Learning Organ The Last Word3. Understanding Reading From a Cognitive Perspective The Difference Between Brain and Mind The Information Processing Model The Two-Way Flow of Information The Last WordSection II: Diagnosing Reading Problems, Documenting Progress, and Planning Instruction4. Diagnosis and Documentation Diagnosing the Problem Graded Word Lists Graded Reading Passages Assessing Comprehension Putting it Together The Last Word5. Reading Lessons SRE Lesson Guided Reading Lesson Shared Reading lesson Last WordSection III: Ten Instructional Elements6. Ten Elements of Reading Instruction No Magical programs Comprehensive Reading instruction Teaching Reading with the Brain in Mind Last Word7. Emergency Literacy: Concepts of Print and Phonemic Awareness Approaches to Early Literacy Instruction Creating the Conditions for Early Literacy Learning Concepts of Print Phonemic-Phonics Hybrid Activities Last Word8. Emotions and Motivation Emotions Value-Expectancy theory of Motivation Some Basic Strategies Last Word9. Literature and Instructional Approaches Strategies for Promoting Voluntary Reading Instructional Approach The Last Word10. Phonics Fawnix 14 Strategies The Last Word11. Strategies for Developing Word Identification Skills Terms and Concepts Related to Word Identification Context Clues: The Semantic Cueing System Word Order and Grammar: The Syntactic Cueing System Word Parts Morphemic Analysis Sight Words Last Word12. Fluency Reading Fluency Neural Pathways and Networks Strategies for Enhancing Reading Fluency Avoid Round-Robins Reading Last Word13. Comprehension: Narrative Text Comprehension Basics Teaching Tips Activities Organized by Cognitive Process The Last Word14. Comprehension of Expository Text Expository Text Teacher Pre-Reading Strategies Study Skills Strategies Pedagogical Strategies To Developing Cognitive Processes Related To Comprehension. The Last Word15. Vocabulary Attending to Vocabulary General Principles For Developing Studentsa Vocabulary Strategies for Developing Studentsa Vocabulary Visual Displays and Graphic Organizers The Last Word About Words16. Writing The Why and the How of Writing Specific Strategies The Last WordEpilogue

“Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.”
Terry Bernstein, Former Senior Literacy Difficulties Specialist London Boroughs of Camden and Westminster, UK

“This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.”
Marty Duncan, Ed.D., Author and Former Educator

'As an educator with 30 years’ experience as a reading specialist and learning disabilities teacher, I recommend this book as a resource that pulls together divergent ideas about reading, and weaves them together in a way that makes sense.'
Joan Whoolery, Reading Specialist
Dr. Andy Johnson was a 1976 graduate of Grantsburg High School in Grantsburg, Wisconsin.He attended the University of Wisconsin, River Falls where he graduated with a B.S. degree in Music and Speech-Communication.After earning elementary teaching licensure, he taught 2nd grade in River Falls, Wisconsin from 1983-1986. He went on to teach in elementary schools in the Twin Cities area and also spent three years working in the Grantsburg School District as A 5th grade teacher and the Gifted Education Coordinator. He earned his Ph.D. from the University of Minnesota in Literacy Education in 1997.He is currently working at Minnesota State University, Mankato as a professor of literacy in the Department of Special Education where he specializes in literacy instruction for students with reading difficulties.He is the author of 10 books and numerous academic articles related to literacy, learning, teacher development, and the human condition. He lives in North Mankato with his wife, Dr. Nancy Fitzsimons and his dogs Mickey and Emmet.