Instructor’s Manual and Test Bank
For
Assessing and Correcting Reading
and Writing Difficulties
Sixth Edition
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Thomas G. Gunning
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Professor Emeritus, Southern Connecticut State
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Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
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Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
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a
@Aplusstuvia
, Table of Contents
Preface....................................................................................................................................... iv
Chapter 1: Introduction to Literacy Difficulties ........................................................................ 1
Chapter 2: Factors Involved in Reading and Writing Difficulties .............................................. 3
Chapter 3: Overview of Assessment ...................................................................................... 5
Chapter 4: Placing Students and Monitoring Progress ........................................................... 7
Chapter 5: Assessment of Reading and Writing Processes .................................................... 9
Chapter 6: Assessment of Cognitive, School, and Home Factors ......................................... 11
Chapter 7: Emergent Literacy and Prevention Programs ...................................................... 12
Chapter 8: Teaching Phonics, High-Frequency Words, and Fluency .................................... 14
Chapter 9: Syllabic, Morphemic, Contextual, and Dictionary Strategies ................................ 16
Chapter 10: Building Vocabulary.......................................................................................... 18
Chapter 11: Building Comprehension .................................................................................. 20
Chapter 12: Reading to Learn and Remember in the Content Areas .................................... 22
Chapter 13: Building Writing Strategies ............................................................................... 24
Chapter 14: Tier II and III Programs..................................................................................... 26
Chapter 15: Organization of Intervention and Corrective Programs ...................................... 28
Appendix A: The Primary Readability Index……………………………………………………... 30
Appendix B: Graphic Organizer Blackline Masters ............................................................... 36
References……………………………………………………………………………………………52
Test Bank……………………………………………………………………………………………..53
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, PREFACE
For each chapter, the instructor’s manual features a Chapter Overview, a series of Learner
Objectives, and suggestions for Before, During, and After Reading. Also featured is a list of
suggested Teaching Activities for each chapter and a Graphic Organizer designed to help
students manipulate key concepts covered in the chapter. The graphic organizers are presented
on blackline masters so that they may be readily photocopied or made into overhead
transparencies. Graphic organizer blackline masters can be found in Appendix B. Included, too,
are suggestions for the Assessment of students’ mastery of each chapter’s key concepts. A Test
Bank contains both selected and constructed responses. Appendix A contains the Primary
Readability Formula, which can be used to estimate the readability levels of materials in grades
1-3.
eText Digital Content
The 6th edition of Assessing and Correcting Reading and Writing Difficulties is an enhanced
eText and features a Check Your Understanding quiz for each section of each chapter. There are
4 to 6 quizzes in each chapter, some 71 quizzes in all. The quizzes are accompanied by sample
responses. Providing strategic stopping places for students to quiz themselves and receive
feedback on their responses, the Check Your Understanding quizzes should foster both
increased understanding and retention. As their name suggests, the quizzes are also a means for
checking understanding. If students have difficulty answering the quiz questions, this is an
indication that they may need to review the text.
Also featured are video clips. There are 4 to 7 in each chapter for a total of 86. The clips
illustrate assessment and instructional techniques and feature advice and explanations from
experts in literacy and related fields. By adding multimedia to printed text, the videos in the
enhanced etext should also foster increased understanding and retention.
Before Reading Feature
This feature contains suggestions for introducing each chapter. Through discussion or an activity,
it attempts to draw from students’ personal experiences that might be relevant to the chapter’s
main concepts. For instance, before reading Chapter 12, “Reading to Learn and Remember in the
Content Areas,” students are asked to discuss their study skills and how they acquired them so
they can get a sense of what might be involved in planning and implementing a program of study
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skills for struggling readers and writers.
During Reading Feature
Reminders to encourage students to use SQ3R or another study strategy and text features along
with quizzes and video clips as they read are presented. The topics of the chapter’s video clips
Ap
are provided.
After Reading Feature
A graphic organizer, which specifically requires the reader to organize key concepts, is
presented. The graphic organizer consists of a semantic map, semantic feature analysis, or frame
lu
matrix, which the reader is asked to complete. If students experience difficulty with the graphic
organizer, this could be a sign that comprehension or retention is lacking, so they may want to go
back over the chapter or key parts of it.
ss
Teaching Activities
Teaching activities include a wide variety of suggestions for clarifying, extending, or applying
key concepts in the chapter. The emphasis is on the practical aspects of assessment and
tu
instruction.
Assessment
Performance items and traditional multiple choice and essay questions have been provided as a
vi
iv
a
Aplusstuvia @Aplusstuvia
, means to assess students. In addition to the specific assessment items recommended for each
chapter, you might also want students to keep a learning log or journal in which they reflect upon
the information presented in class and in the text. A particularly valuable reflection is one in which
they try out a new technique or assessment device and recount their experience with it, including
any difficulties they may have had applying the technique, any questions they may have about
the technique, and any adaptations they may have made. In addition, the student text contains
self-checking assessment items that are aligned with each of the chapter’s goals.
Portfolio Assessment
If you have not already done so, you may wish to include portfolios as part of the course
evaluation. In addition to providing students with a broader assessment, it gives them invaluable
experience with portfolios from the learner’s point of view so that they can use this firsthand
experience if they decide to implement portfolio assessment in their classrooms. Portfolios also
help students develop professionally. Compiling a portfolio helps students to become more
aware of their strengths and weaknesses and more reflective about theory and practice. As a
practical matter, in some school districts, applicants are asked to submit portfolios as part of the
employment screening process, and portfolios are also used in some districts as part of
teachers’ ongoing evaluation. Students also tend to work a bit harder when they are engaged in
portfolio assessment.
Setting Goals
A good starting point for portfolio assessment is the setting of goals. Goals can be set by asking:
“What do I want my students to be able to know or do as a result of taking this course?” Barton
and Collins (1993) recommend setting no more than five goals. The goals can then be
translated into specific objectives. Some possible goals might include:
• Use a variety of formal and informal instruments to assess the literacy abilities of struggling
readers and writers.
• Use a variety of preventive and corrective techniques to help students who are struggling with
reading or writing.
• Explain and implement principles of corrective assessment and instruction that are grounded
in personally constructed theories of literacy learning.
• Plan, implement, and evaluate a program of preventive or corrective instruction.
@
• Communicate and work with other professionals, parents, and community people in order to
help struggling readers and writers.
In addition to goals that you set for students, you might have them set one or more personal
goals. For instance, students who have limited knowledge of the types of materials available
Ap
for struggling readers and writers might set as a goal becoming familiar with high-interest,
low-readability trade books.
Obtaining Documentation
Once goals have been stated, students collect documentation that helps the instructor determine
lu
whether or not goals have been met. Documentation might include: test results, a mini or full case
study, lesson plan or audio or video recording of a lesson taught to struggling readers and writers,
an interview with a corrective teacher, reflections on an article or book that the student has read
on the assessment or instruction of struggling readers or writers, a tape of a test that the student
ss
has given, an analysis of assessment devices, and notes and a reflection on the observation of
an intervention program.
Managing the Portfolio
To help both you and the student assess the portfolio, ask students to provide a caption for each
tu
item included. The caption is a brief statement attached to each item that explains what the item
is and why it’s being included. The goal that it documents is noted (Barton & Collins, 1993).
Students should also arrange portfolio items into some kind of logical order and include a
vi
statement in which they summarize the contents of the portfolio, reflect on what they have
v
a
Aplusstuvia @Aplusstuvia
For
Assessing and Correcting Reading
and Writing Difficulties
Sixth Edition
@
Thomas G. Gunning
Ap
Professor Emeritus, Southern Connecticut State
lu
ss
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
tu
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
vi
a
@Aplusstuvia
, Table of Contents
Preface....................................................................................................................................... iv
Chapter 1: Introduction to Literacy Difficulties ........................................................................ 1
Chapter 2: Factors Involved in Reading and Writing Difficulties .............................................. 3
Chapter 3: Overview of Assessment ...................................................................................... 5
Chapter 4: Placing Students and Monitoring Progress ........................................................... 7
Chapter 5: Assessment of Reading and Writing Processes .................................................... 9
Chapter 6: Assessment of Cognitive, School, and Home Factors ......................................... 11
Chapter 7: Emergent Literacy and Prevention Programs ...................................................... 12
Chapter 8: Teaching Phonics, High-Frequency Words, and Fluency .................................... 14
Chapter 9: Syllabic, Morphemic, Contextual, and Dictionary Strategies ................................ 16
Chapter 10: Building Vocabulary.......................................................................................... 18
Chapter 11: Building Comprehension .................................................................................. 20
Chapter 12: Reading to Learn and Remember in the Content Areas .................................... 22
Chapter 13: Building Writing Strategies ............................................................................... 24
Chapter 14: Tier II and III Programs..................................................................................... 26
Chapter 15: Organization of Intervention and Corrective Programs ...................................... 28
Appendix A: The Primary Readability Index……………………………………………………... 30
Appendix B: Graphic Organizer Blackline Masters ............................................................... 36
References……………………………………………………………………………………………52
Test Bank……………………………………………………………………………………………..53
@
Ap
lu
ss
tu
vi
iii
a
@Aplusstuvia
, PREFACE
For each chapter, the instructor’s manual features a Chapter Overview, a series of Learner
Objectives, and suggestions for Before, During, and After Reading. Also featured is a list of
suggested Teaching Activities for each chapter and a Graphic Organizer designed to help
students manipulate key concepts covered in the chapter. The graphic organizers are presented
on blackline masters so that they may be readily photocopied or made into overhead
transparencies. Graphic organizer blackline masters can be found in Appendix B. Included, too,
are suggestions for the Assessment of students’ mastery of each chapter’s key concepts. A Test
Bank contains both selected and constructed responses. Appendix A contains the Primary
Readability Formula, which can be used to estimate the readability levels of materials in grades
1-3.
eText Digital Content
The 6th edition of Assessing and Correcting Reading and Writing Difficulties is an enhanced
eText and features a Check Your Understanding quiz for each section of each chapter. There are
4 to 6 quizzes in each chapter, some 71 quizzes in all. The quizzes are accompanied by sample
responses. Providing strategic stopping places for students to quiz themselves and receive
feedback on their responses, the Check Your Understanding quizzes should foster both
increased understanding and retention. As their name suggests, the quizzes are also a means for
checking understanding. If students have difficulty answering the quiz questions, this is an
indication that they may need to review the text.
Also featured are video clips. There are 4 to 7 in each chapter for a total of 86. The clips
illustrate assessment and instructional techniques and feature advice and explanations from
experts in literacy and related fields. By adding multimedia to printed text, the videos in the
enhanced etext should also foster increased understanding and retention.
Before Reading Feature
This feature contains suggestions for introducing each chapter. Through discussion or an activity,
it attempts to draw from students’ personal experiences that might be relevant to the chapter’s
main concepts. For instance, before reading Chapter 12, “Reading to Learn and Remember in the
Content Areas,” students are asked to discuss their study skills and how they acquired them so
they can get a sense of what might be involved in planning and implementing a program of study
@
skills for struggling readers and writers.
During Reading Feature
Reminders to encourage students to use SQ3R or another study strategy and text features along
with quizzes and video clips as they read are presented. The topics of the chapter’s video clips
Ap
are provided.
After Reading Feature
A graphic organizer, which specifically requires the reader to organize key concepts, is
presented. The graphic organizer consists of a semantic map, semantic feature analysis, or frame
lu
matrix, which the reader is asked to complete. If students experience difficulty with the graphic
organizer, this could be a sign that comprehension or retention is lacking, so they may want to go
back over the chapter or key parts of it.
ss
Teaching Activities
Teaching activities include a wide variety of suggestions for clarifying, extending, or applying
key concepts in the chapter. The emphasis is on the practical aspects of assessment and
tu
instruction.
Assessment
Performance items and traditional multiple choice and essay questions have been provided as a
vi
iv
a
Aplusstuvia @Aplusstuvia
, means to assess students. In addition to the specific assessment items recommended for each
chapter, you might also want students to keep a learning log or journal in which they reflect upon
the information presented in class and in the text. A particularly valuable reflection is one in which
they try out a new technique or assessment device and recount their experience with it, including
any difficulties they may have had applying the technique, any questions they may have about
the technique, and any adaptations they may have made. In addition, the student text contains
self-checking assessment items that are aligned with each of the chapter’s goals.
Portfolio Assessment
If you have not already done so, you may wish to include portfolios as part of the course
evaluation. In addition to providing students with a broader assessment, it gives them invaluable
experience with portfolios from the learner’s point of view so that they can use this firsthand
experience if they decide to implement portfolio assessment in their classrooms. Portfolios also
help students develop professionally. Compiling a portfolio helps students to become more
aware of their strengths and weaknesses and more reflective about theory and practice. As a
practical matter, in some school districts, applicants are asked to submit portfolios as part of the
employment screening process, and portfolios are also used in some districts as part of
teachers’ ongoing evaluation. Students also tend to work a bit harder when they are engaged in
portfolio assessment.
Setting Goals
A good starting point for portfolio assessment is the setting of goals. Goals can be set by asking:
“What do I want my students to be able to know or do as a result of taking this course?” Barton
and Collins (1993) recommend setting no more than five goals. The goals can then be
translated into specific objectives. Some possible goals might include:
• Use a variety of formal and informal instruments to assess the literacy abilities of struggling
readers and writers.
• Use a variety of preventive and corrective techniques to help students who are struggling with
reading or writing.
• Explain and implement principles of corrective assessment and instruction that are grounded
in personally constructed theories of literacy learning.
• Plan, implement, and evaluate a program of preventive or corrective instruction.
@
• Communicate and work with other professionals, parents, and community people in order to
help struggling readers and writers.
In addition to goals that you set for students, you might have them set one or more personal
goals. For instance, students who have limited knowledge of the types of materials available
Ap
for struggling readers and writers might set as a goal becoming familiar with high-interest,
low-readability trade books.
Obtaining Documentation
Once goals have been stated, students collect documentation that helps the instructor determine
lu
whether or not goals have been met. Documentation might include: test results, a mini or full case
study, lesson plan or audio or video recording of a lesson taught to struggling readers and writers,
an interview with a corrective teacher, reflections on an article or book that the student has read
on the assessment or instruction of struggling readers or writers, a tape of a test that the student
ss
has given, an analysis of assessment devices, and notes and a reflection on the observation of
an intervention program.
Managing the Portfolio
To help both you and the student assess the portfolio, ask students to provide a caption for each
tu
item included. The caption is a brief statement attached to each item that explains what the item
is and why it’s being included. The goal that it documents is noted (Barton & Collins, 1993).
Students should also arrange portfolio items into some kind of logical order and include a
vi
statement in which they summarize the contents of the portfolio, reflect on what they have
v
a
Aplusstuvia @Aplusstuvia
