Assessing and Correcting Reading and
ST
Writing Difficulties – Updated 6th Edition
UV
TEST BANK
IA
_A
PP
Thomas G. Gunning
RO
Comprehensive Test Bank for Instructors and
VE
Students
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© Thomas G. Gunning
All rights reserved. Reproduction or distribution without permission is prohibited.
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©STUDYSTREAM
, Table of Contents
Preface....................................................................................................................................... iv
ST
Chapter 1: Introduction to Literacy Difficulties ........................................................................ 1
Chapter 2: Factors Involved in Reading and Writing Difficulties .............................................. 3
Chapter 3: Overview of Assessment ...................................................................................... 5
UV
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
IA
Chapter 9: Syllabic, Morphemic, Contextual, and Dictionary Strategies ................................ 16
Chapter 10: Building Vocabulary.......................................................................................... 18
Chapter 11: Building Comprehension .................................................................................. 20
_A
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
PP
Appendix A: The Primary Readability Index……………………………………………………... 30
Appendix B: Graphic Organizer Blackline Masters ............................................................... 36
References……………………………………………………………………………………………52
Test Bank……………………………………………………………………………………………..53
RO
VE
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iii
, Chapter 1: Introduction to Literacy Difficulties
Chapter Overview
ST
Chapter 1 provides a theoretical overview of the text. Several definitions of reading disability are
explored as is the nature of corrective instruction. Principles of corrective instruction are
described, including the current emphasis on response to intervention. These form the foundation
for the assessment and instructional procedures presented in the text.
Learner Objectives
UV
Students will learn and be able to:
• Explain the nature and incidence of reading difficulties.
• Discuss the nature of intervention and corrective instruction.
• Explain and begin to implement the major principles of corrective
instruction.
• Explain the impact of federal legislation, response to intervention (RTI),
Common Core, and other state standards on preventive and corrective
IA
instruction.
Before Reading
Discuss with students their experiences with learning difficulties, whether these are past
_A
difficulties with reading, writing or academic subjects or current difficulties learning a skill, or a
particular area of knowledge. Discuss how the difficulties were corrected. Also discuss
experiences they have had with students who were struggling to learn to read and write.
Encourage students to read Using What You Know and to complete the Anticipation Guide before
reading the first chapter, which provides an overview of reading difficulties. Students might also
survey the chapter before beginning to read.
PP
During Reading
Encourage students to use SQ3R or another study strategy as they read. Also encourage them to
pay particular attention to boldfaced items, margin notes, and graphics. Often these highlight the
chapter’s most important concepts. At the end of the chapter’s four main sections, which are
aligned with the chapter’s learning objectives, a Check Your Understanding appears. Encourage
RO
students to use Check Your Understanding to assess their comprehension of the section. Explain
that this type of activity builds understanding and retention better than reading the chapter a
second time. Also encourage students to view the video clips, which have been carefully chosen
to reinforce and expand key concepts in the chapter. Video clips in this chapter feature
shortcomings of the discrepancy concept, the importance of early intervention, an example of
systematic instruction, an overview of IDEA, and a comparison of an IEP with a 504 plan.
VE
After Reading
A graphic organizer for each chapter provides students with the opportunity to summarize or
manipulate some of the key points in the chapter. In addition to promoting understanding and
retention, completing the organizers will help them become familiar with techniques that they
might use with their pupils. Students might also maintain a learning log of their text reading and
reflect on key points. Controversial or confusing points, such as the concept of dyslexia, might be
D?
discussed at the beginning of the next class. If not used for assessment, the test questions might
be used for review.
Teaching Activities
1. Demonstrate for the class a top-down, interactive, and bottom-up phonics lesson and discuss
strengths and weaknesses of each.
??
2. Discuss state guidelines for selecting students for inclusion in Title I and special education
programs and the use of Response to Intervention. You might have students take another
look at the video clip noted on p. 2 that discusses the shortcomings of the discrepancy
definition.
3. Discuss criteria used by local school districts for selecting students for special help with
reading and writing. Discuss ways in which Response to Intervention is being implemented.
1 Copyright © 2018 by Pearson Education, Inc.
, Also discuss the impact that Common Core or other state standards might have on students.
4. Discuss the controversy of using reading-level versus grade-level materials. Students might
read the following articles to obtain additional information:
Allington, R. L., McCuiston, K., & Billen, M. (2015). What research says about text
ST
complexity and learning to read. The Reading Teacher, 68, 491-502.
Shanahan, T. (2014). Should we teach students at their reading levels? Reading Today,
32 (2), 14-15.
Note: Throughout the text databases of periodicals and other sources available free of charge to
UV
library card holders are noted. PDFs of both of the above sources were obtained from
EBSCOhost offered by the Connecticut State Library. Many state, local, and college libraries
offer EBSCOhost and similar resources.
Performance Assessment
1. Ask students to describe in writing their approach to corrective instruction, noting in particular
whether they are primarily top-down, bottom-up, or interactive and what this means in terms
IA
of assessment and instruction.
2. Have students list and critique the criteria for selecting students for intervention or
remediation for the school in which they teach or a local school, if they are not now teaching.
Also have students look at state standards for determining eligibility for special education for
students with a learning disability.
_A
Traditional Assessment
See items in Test Bank.
PP
RO
VE
D?
??
2 Copyright © 2018 by Pearson Education, Inc.
ST
Writing Difficulties – Updated 6th Edition
UV
TEST BANK
IA
_A
PP
Thomas G. Gunning
RO
Comprehensive Test Bank for Instructors and
VE
Students
D?
© Thomas G. Gunning
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©STUDYSTREAM
, Table of Contents
Preface....................................................................................................................................... iv
ST
Chapter 1: Introduction to Literacy Difficulties ........................................................................ 1
Chapter 2: Factors Involved in Reading and Writing Difficulties .............................................. 3
Chapter 3: Overview of Assessment ...................................................................................... 5
UV
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
IA
Chapter 9: Syllabic, Morphemic, Contextual, and Dictionary Strategies ................................ 16
Chapter 10: Building Vocabulary.......................................................................................... 18
Chapter 11: Building Comprehension .................................................................................. 20
_A
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
PP
Appendix A: The Primary Readability Index……………………………………………………... 30
Appendix B: Graphic Organizer Blackline Masters ............................................................... 36
References……………………………………………………………………………………………52
Test Bank……………………………………………………………………………………………..53
RO
VE
D?
??
iii
, Chapter 1: Introduction to Literacy Difficulties
Chapter Overview
ST
Chapter 1 provides a theoretical overview of the text. Several definitions of reading disability are
explored as is the nature of corrective instruction. Principles of corrective instruction are
described, including the current emphasis on response to intervention. These form the foundation
for the assessment and instructional procedures presented in the text.
Learner Objectives
UV
Students will learn and be able to:
• Explain the nature and incidence of reading difficulties.
• Discuss the nature of intervention and corrective instruction.
• Explain and begin to implement the major principles of corrective
instruction.
• Explain the impact of federal legislation, response to intervention (RTI),
Common Core, and other state standards on preventive and corrective
IA
instruction.
Before Reading
Discuss with students their experiences with learning difficulties, whether these are past
_A
difficulties with reading, writing or academic subjects or current difficulties learning a skill, or a
particular area of knowledge. Discuss how the difficulties were corrected. Also discuss
experiences they have had with students who were struggling to learn to read and write.
Encourage students to read Using What You Know and to complete the Anticipation Guide before
reading the first chapter, which provides an overview of reading difficulties. Students might also
survey the chapter before beginning to read.
PP
During Reading
Encourage students to use SQ3R or another study strategy as they read. Also encourage them to
pay particular attention to boldfaced items, margin notes, and graphics. Often these highlight the
chapter’s most important concepts. At the end of the chapter’s four main sections, which are
aligned with the chapter’s learning objectives, a Check Your Understanding appears. Encourage
RO
students to use Check Your Understanding to assess their comprehension of the section. Explain
that this type of activity builds understanding and retention better than reading the chapter a
second time. Also encourage students to view the video clips, which have been carefully chosen
to reinforce and expand key concepts in the chapter. Video clips in this chapter feature
shortcomings of the discrepancy concept, the importance of early intervention, an example of
systematic instruction, an overview of IDEA, and a comparison of an IEP with a 504 plan.
VE
After Reading
A graphic organizer for each chapter provides students with the opportunity to summarize or
manipulate some of the key points in the chapter. In addition to promoting understanding and
retention, completing the organizers will help them become familiar with techniques that they
might use with their pupils. Students might also maintain a learning log of their text reading and
reflect on key points. Controversial or confusing points, such as the concept of dyslexia, might be
D?
discussed at the beginning of the next class. If not used for assessment, the test questions might
be used for review.
Teaching Activities
1. Demonstrate for the class a top-down, interactive, and bottom-up phonics lesson and discuss
strengths and weaknesses of each.
??
2. Discuss state guidelines for selecting students for inclusion in Title I and special education
programs and the use of Response to Intervention. You might have students take another
look at the video clip noted on p. 2 that discusses the shortcomings of the discrepancy
definition.
3. Discuss criteria used by local school districts for selecting students for special help with
reading and writing. Discuss ways in which Response to Intervention is being implemented.
1 Copyright © 2018 by Pearson Education, Inc.
, Also discuss the impact that Common Core or other state standards might have on students.
4. Discuss the controversy of using reading-level versus grade-level materials. Students might
read the following articles to obtain additional information:
Allington, R. L., McCuiston, K., & Billen, M. (2015). What research says about text
ST
complexity and learning to read. The Reading Teacher, 68, 491-502.
Shanahan, T. (2014). Should we teach students at their reading levels? Reading Today,
32 (2), 14-15.
Note: Throughout the text databases of periodicals and other sources available free of charge to
UV
library card holders are noted. PDFs of both of the above sources were obtained from
EBSCOhost offered by the Connecticut State Library. Many state, local, and college libraries
offer EBSCOhost and similar resources.
Performance Assessment
1. Ask students to describe in writing their approach to corrective instruction, noting in particular
whether they are primarily top-down, bottom-up, or interactive and what this means in terms
IA
of assessment and instruction.
2. Have students list and critique the criteria for selecting students for intervention or
remediation for the school in which they teach or a local school, if they are not now teaching.
Also have students look at state standards for determining eligibility for special education for
students with a learning disability.
_A
Traditional Assessment
See items in Test Bank.
PP
RO
VE
D?
??
2 Copyright © 2018 by Pearson Education, Inc.
