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.

• Single-Case Designs for Educational Research
• How the ELL Brain Learns
• How the Brain Learns to Read
• Functional Behavioral Assessment, Diagnosis, and Treatment: A Complete System for Education and Mental Health Settings
• Conducting School-Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (The Guilford Practical Intervention in the Schools Series)
• Child and Adolescent Development: A Behavioral Systems Approach
• Child Psychopathology, Third Edition
• Teaching Reading Sourcebook Updated Second Edition (Core Literacy Library)
• Academic Skills Problems, Fourth Edition: Direct Assessment and Intervention
• How the Special Needs Brain Learns