Success with struggling readers : the Benchmark School approach / Irene West Gaskins ; foreword by Michael Pressley.

Format:

Book

Author/Creator:

Gaskins, Irene West.

Contributor:

Benchmark School (Media, Pa.)

Series:

Solving problems in the teaching of literacy.

Solving problems in the teaching of literacy

Language:

English

Subjects (All):

Reading--Remedial teaching.

Reading.

Physical Description:

1 online resource (288 p.)

Edition:

1st ed.

Place of Publication:

New York : Guilford Press, c2005.

Language Note:

English

Summary:

Instructional strategies and practical examples for helping struggling readers, supported by research and backed by 45 years of practice.

Contents:

CONTENTS; PART I: STRUGGLING READERS; CHAPTER 1. Searching for Answers to the Why and How of Struggling Readers; History; The School's Organization, Programs, and Professional Development; Overview of What Is to Come; CHAPTER 2. Introduction to Benchmark's Interactive Learning Model and Person Variables; The Interactive Learning Model (ILM); Person Variables: A Historical Perspective; Characteristics of Students in a School for Struggling Readers; Present-Day Perspective on Person Variables and Related Instruction; Summary

CHAPTER 3. Exploring the Strengths and Challenges of Struggling ReadersAffect; Conation; Summary; CHAPTER 4. Exploring the Strengths and Challenges of Struggling Readers; Cognition; Beliefs; Physical Development; Health; Summary; PART II: CONTEXT AND THEORIES OF LEARNING; CHAPTER 5. The Context for Learning: Teacher Knowledge, Classroom Culture, and Instruction; Teacher Knowledge; Classroom Culture; Instruction; Summary; CHAPTER 6. The Context for Learning: Sociocultural, Task, and Text Variables; Sociocultural Group Variables; The Role of Educators; Task Variables; Text Variables; Summary

CHAPTER 7. Learning Principles about the Interaction of Variables, Explicit Instruction, and Social ActivityLearning Principle 1: Learning Is an Interactive Process; Learning Principle 2: Learning Is More Likely to Occur If InstructionIs Explicit; Learning Principle 3: Learning Is a Social Act; Summary; CHAPTER 8. Learning Principles that Guide Classroom Instruction: Developmental, Motivational, and Accountability Issues; Learning Principle 4: Learning Is Developmental and Therefore Occursat Different Rates and in Different Ways

Learning Principle 5: Learning Is More Likely to Occur If the LearningSituation Meets Students' Motivational NeedsLearning Principle 6: Learning Is Enhanced by Immediate Feedbackand Accountability; Summary; CHAPTER 9. Learning Principles to Share with Students; Becoming Active Learners; Learning Principles; Summary; PART III: CLASSROOM IMPLEMENTATION; CHAPTER 10. Strategies for Reading Words: Teaching Phonemic Awareness, Decoding and Fluency; Early Attempts to Teach Phonemic Awareness and Decoding; What We Learned; Overview of Word Detectives; Summary

CHAPTER 11. Activities That Reinforce Word Detective PracticesBeginning Word Detectives Activities; Maintenance; Summary; CHAPTER 12. Comprehension Strategies; Evolution of Comprehension Strategies Instruction; Development of Strategies across the Curriculum; Guidelines; CHAPTER 13. Explicit Explanations of Comprehension Strategies for Grades 1-8; Current Strategy Instruction in Benchmark's Lower School; Current Instruction in Benchmark's Middle School; Summary; CHAPTER 14. Rationale for Teaching Concepts, Essential Understandings, and Knowledge Structures

Why Teach Concepts, Essential Understandings, and KnowledgeStructures?

Notes:

Description based upon print version of record.

Includes bibliographical references (p. 247-255) and index.

ISBN:

1-281-12347-1

9786611123475

1-4237-7123-0

1-59385-553-2

OCLC:

568023107