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: <ul>
<li>Structuring initial teaching procedures so teaching presentations are clear and foster a high degree of interaction between teachers and students. </li>
<li>Using language and demonstration techniques that can be understood by all students. </li>
<li>Sequencing the instruction of reading content to ensure essential skills and knowledge are taught in an aligned and coherent manner. </li>
<li>Using techniques that provide adequate practice and review for students in developing high levels of fluency and accuracy.</li> </ul>

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach

Education & Teaching

Douglas W. Carnine

Jerry Silbert

Edward J. Kame'enui

Sara G. Tarver

Kathleen Jungjohann

Schools & Teaching

Pearson

KEY BENEFIT: This is an excellent guide for dealing with specific reading problems . . . with its wealth of carefully sequenced, highly- prescriptive procedures for teaching decoding, comprehension, content, and study skills. Rather than merely "list" ways to teach word recognition skills, the DISTAR (Direct Instructional Reading) method recommended in this book discusses when a skill should be taught, what items to teach, how to correct errors, and the relationship among various reading skills. Direct Instruction Reading Third Edition emphasizes passage reading as seen in discussions of decoding and comprehension of narrative and expository materials. The book provides in-depth coverage spanning the entire reading spectrum that aids in teaching children from pre-reading through intermediate skill levels. It presents separate coverage of non-fiction and fiction reading and identifies the similarities and difference between them. It provides specific teaching formats that specify what the teacher should say and do as well as the expected responses from children. A useful reference book for any educator or administrator who needs to understand the latest approaches for teaching reading skills as well as the relationships among those various skills.

Direct Instruction Reading (3rd Edition)

Reference

Foreign Language Study & Reference

PRENTICE/HALL

2002: by Siegfried Engelmann- Teacher Guide- Level 4.

Connecting Math Concepts Teacher's Guide Level D

Siegfried Engelmann

Owen Engelmann

Includes: *Family Newsletter (English and Spanish) *Reading Skill and Strategy *Skillbuilder Practice *Vocabulary Study Guide *Vocabulary Cards *Geography Practice *Primary Sources *Literature Selections *Reteaching Activities *Answer Key

In-Depth Resources (McDougal Littell World History: Medieval and Early Modern Times, Unit 5 Medieval Europe)

History

McDougal, Littell

Book by Mark S Niedelman, Douglas W. Carnine

Learning Pascal

Computers & Technology

Mark S Niedelman

Programming

Scott, Foresman-Addison Wesley

KEY  BENEFIT: This is an excellent guide for dealing with specific reading  problems . . . with its wealth of carefully sequenced, highly- prescriptive  procedures for teaching decoding, comprehension, content, and study skills.  Rather than merely "list" ways to teach word recognition skills, the DISTAR  (Direct Instructional Reading) method recommended in this book discusses when a  skill should be taught, what items to teach, how to correct errors, and the  relationship among various reading skills.  Direct  Instruction Reading Third Edition emphasizes passage reading as seen in  discussions of decoding and comprehension of narrative and expository  materials. The book provides in-depth coverage spanning the entire reading  spectrum that aids in teaching children from pre-reading through intermediate  skill levels. It presents separate coverage of non-fiction and fiction reading  and identifies the similarities and difference between them. It provides  specific teaching formats that specify what the teacher should say and do as  well as the expected responses from children.   A  useful reference book for any educator or administrator who needs to understand  the latest approaches for teaching reading skills as well as the relationships  among those various skills.

Direct Instruction Reading

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Books by Douglas W. Carnine