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10 Essential Instructional Elements for Students With Reading Difficulties
A Brain-Friendly Approach
- Andrew P. Johnson - Minnesota State University, Mankato, USA
October 2015 | 256 pages | Corwin
Brain-friendly strategies to help all students become lifelong readers
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.
“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
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
Introduction
Section I. Understanding the Reading Process
Chapter 1. Creating Meaning With Print: The Neurocognitive Model
Chapter 2. Eye Movement and Neural Pathways
Chapter 3. Understanding Reading From a Cognitive Perspective
Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction
Chapter 4. Diagnosis and Documentation
Chapter 5. Reading Lessons
Section III. 10 Instructional Elements
Chapter 6. 10 Elements of Reading Instruction
Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness
Chapter 8. Emotions and Motivation
Chapter 9. Literature and Instructional Approaches
Chapter 10. Phonics
Chapter 11. Strategies for Developing Word Identification Skills
Chapter 12. Fluency
Chapter 13. Comprehension of Narrative Text
Chapter 14. Comprehension of Expository Text
Chapter 15. Vocabulary
Chapter 16. Writing
Epilogue