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Reading Problems: Assessment and Teaching Strategies: Book by Janet W. Lerner

Reading Problems: Assessment and Teaching Strategies

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ISBN: 9780137008575    Publisher: Pearson Education (US) Year of publishing: 2009     Format:  Hardback No of Pages: 504        Language: English
This text combines new and time-tested approaches to working with struggling readers of all ages, and includes practical instructional strategies, assessment tools, discussion of the research, and an informal...Read more
This text combines new and time-tested approaches to working with struggling readers of all ages, and includes practical instructional strategies, assessment tools, discussion of the research, and an informal reading inventory that students can use immediately. The Sixth Edition of this well-respected text distills many different approaches to teaching students with reading problems and presents them in an accessible, balanced, and readable format. Reading Problems is extremely practical, presenting many informal assessment tools and strategies. Yet it also presents research on intervention programs and multicultural strategies, and extensive descriptions of tests. The needs of adolescents and adults are also emphasized.
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Review:
The assessment information is ordered in an appropriate meaningful way. I especially like the fact that students can go to the website and download an IRI." -Dr. Priscilla Leggett, Fayetteville...Read more
The assessment information is ordered in an appropriate meaningful way. I especially like the fact that students can go to the website and download an IRI." -Dr. Priscilla Leggett, Fayetteville State University "I like how assessment is embedded with text topics as well as with teaching strategies favoring developing readers and writers. [The] text goes into greater detail about the causes of reading problems and addresses the nature versus nurture question better than I have seen in other texts. It does have very good coverage of assessment and teaching strategies for the reading process." -Terrence V. Stange, Marshall University
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