Teaching Struggling and At-Risk Readers
A Direct Instruction Approach
Teaching Struggling and At-Risk Readers: A Direct Instruction Approach is designed to provide specific information to assist educators in being effective teachers of reading with all of their students. This three-part book provides information on incorporating instructional design and delivery principles into daily instruction for students at the beginning and primary stages of reading. It discusses:
- Structuring initial teaching procedures so teaching presentations are clear and foster a high degree of interaction between teachers and students.
- Using language and demonstration techniques that can be understood by all students.
- Sequencing the instruction of reading content to ensure essential skills and knowledge are taught in an aligned and coherent manner.
- Using techniques that provide adequate practice and review for students in developing high levels of fluency and accuracy.
ISBN/UPC:
9780131707320
Product:
Book, Paperback
Title:
Teaching Struggling and At-Risk Readers: A Direct Instruction Approach
Contributors
Publisher:
Pages:
336
Languages:
English
Categories
Specification:
9.3 x 7.5 x 0.7 inches, 1.3 pounds
| Acceptable: | Fairly worn but fully readable and intact. Pages may include notes, highlighting, or minor water damage. Dust jacket, CDs, product codes, or other inclusions may be missing or expired. |
| Good: | Shows signs of wear. Pages may include limited notes or highlighting. Dust jacket, CDs, product codes, or other inclusions may be missing or expired. |
| Very Good: | Item has seen limited use and has minimal signs of wear. Pages are clean without markings. Dust jacket, CDs, product codes, or other inclusions may be missing or expired. |
| Like New: | Shows little to no signs of wear. Spine has no signs of creasing. Pages are clean without markings. CDs, product codes, or other inclusions may be missing or expired. |
| New: | Brand new, unused, and in perfect condition. Includes all original packaging and accessories. |