Reading Instruction for Students Who Are at Risk or Have Disabilities
“While the first chapter captures the very essence of teaching reading, the rest of the text is an absolute gold mine of additional research based instructional strategies appropriate for the college student, the first year teacher, and the veteran reading teacher. I wish I had written it!”-Pam Matlock, Murray State University Recommended Reading from LETRS!Bursuck, W. D., & Damer, M. (2007).Reading instruction for students who are at risk or have disabilities. Boston: Pearson/Allyn & Bacon."This is a very useful textbook with several unique features. It thoroughly describes direct instruction procedures in all components of reading. It integrates illustrations and discussions of informal, curriculum-based assessments, includingDIBELS, into explanations of all instructional components. It explains what special approaches, programs, and techniques are most appropriate for Tier II and Tier III students and includes charts comparing the characteristics of some often-used intervention approaches.The authors are more focused on instructional design than on the structure of language, however. For example, they do not clearly differentiate phonemes from graphemes or explain the structural principles of orthography that are important in teaching reading, spelling, and word analysis for vocabulary acquisition. This book, however, offers a great deal of valuable, practical information and is strongly recommended as a textbook for a reading methods course."-Toni Backstrom,LETRS Program CoordinatorREAD THE REVIEW ONLINE HERE: http://www.sopriswest.com/newsletters/NewsLETRS_Apr07.htm